Ms. Arendas



3.3 Topic of Study: Industrial Revolution & European ImperialismStandard(s): Utilize historical inquiry skills and analytical processes; Understand the development of Western and non-Western nationalism, industrialization and imperialism, and the significant processes and consequences of each; CCSS for Literacy in History/Social Studies Learning Goal: The student will understand how innovations in technology and agriculture led to the Industrial Revolution setting the stage for urbanization, economic and political change in Europe, and the colonization of Africa and Asia. Recommended Pacing: 7 days (Block) March 17th-27 Pages 356-442 Unit 3 - An Era of European Imperialism 1800-1914 /Text Chapter 12-14 SS.912.W.6.1 Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6 Analyze the causes and effects of imperialism. S.912.W.6.7 Identify major I. Industrial Revolution A. Causes 1. Agricultural 2. Technological B. Effects/Reforms 1. Social 2. Economic 3. Political a. German and Italian Unification C. Philosophies 1. Capitalism 2. Socialism 3. Communism 4. Imperialism a. Cause/Effect b. China Terms to know: factors of production, factory system, cottage industry, Meiji Restoration, sphere of influence, assimilation, Boxer Rebellion, Sino-Japanese War, Russo-Japanese War, socialism, utopia, Karl Marx, communism, proletariat, capitalism, Friedrich Engels, Declaration of Rights of Woman, emancipation, Social Darwinism ? Describe the agricultural and technological innovations that led to industrialization ? Describe the social, political, and economic effects of the Industrial Revolution ? Summarize the causes, key events, and effects of the unification of Italy and Germany ? Examine the goals of imperialism and how it is linked to colonization ? Describe the causes and effects of colonization ? Identify major events in China during the 19th and early 20th centuries related to imperialism ? Categorize the agricultural and technological innovations that led to industrialization in Great Britain ? Trace the development of the Industrial Revolution in Europe, the United States, and Japan ? Evaluate the results of the unification of Italy and Industrial Revolution and the Race for Empire 1700-1914Enduring Understanding: Innovations in technology led to the Industrial revolution and set the stage for growth of cities and a change in the economic structure of EuropeWestern countries colonized large areas of Africa and Asia, leading to major political and cultural changes in these regionsSocial & cultural differences were the foundation of an academic pursuit known as Scientific Racism and became predominant after 1840. Theorists took race as the most important index of human potential. They assumed that the human species consisted of several distinct racial groups.In his dense four volume “Essay on the Inequality of the Human Races” French Nobleman Count Arthur de Gobineau divided humanity into four main racial groups with their respective traits:AFRICANS-unintelligent & lazyASIANS-smart but docileNative AMERICANS-dull and arrogantEUROPEANS- intelligent & noble Describe the agricultural and technological innovations that led to the industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and JapanMarch 24, 2015Turn in homework to basket!The IR began with an agricultural revolution. In the early 1700’s large landowners in Britain bought much of the land that had been owned by poor farmers. Many of the poor farmers became tenant farmers or moved to the cities. New farm methods made farmers more productive (such as crop rotation) Great Britain also had all the resources needed for industrialization: coal, water, iron ore, rivers, harbors, and banks. It also had all the factors of production: land, labor, and capital.The IR began in the textile industry. Several new inventions helped businesses make cloth and clothing more quickly: Water frame – used water power to run spinning machines that made yarn Spinning mule – made better thread Power loom – machine that sped up the cloth – making processThese new inventions were large and expensive machines. Business owners built large factories to house and run these machines. These factories were built near rivers because these machines needed water-power to run themIMPROVEMENTS IN TRANSPORTATION: The invention of the steam engine in 1705 brought a new source of power (used fire and heat water to produce steam). Eventually, they were used to run factories.Steam-driven boat sent goods more quickly up rivers and canalsBritain – had world’s 1st railroad line (steam-driven locomotive) created thousands of jobs TURN TO PAGE 4 IN PACKET AND BEGIN ANSWERING QUESTIONS IN: Section 2 (page 403) “The Emergence of Mass Society”IR Spreading to the U.S.Like Britain, the U.S had a great deal of coal and water to create power as well as plenty of iron. In addition, many immigrants provided a large supply of labor.The Second Industrial Revolution resulted in changes in political, economic, and social systemsAfter 1870, higher wages and improved conditions in cities raised the standard of living for urban workersChapter 12 “The Industrial Revolution” (1800-1870) Read Pages 360-391Answer questions to Graph/Map/ Story on pages 366-369 Gaggle Video –“Industrialization for Dummies” – Hip Hughes: 27 minutes What is the Industrial Revolution?CAUSES Agrarian RevolutionInventions i.e. Seed Drill/fertilizer = availability of more and cheaper food and more idle time Enclosure Movement =consolidation of farms 2) Geography – Great Britain = Scotland, Ireland, England, WalesNatural resources: coal, ore, water / navigable rivers / harbors /ports3) Money – Capital / Entrepreneurs / Imperialism 4)Technology & Energy – railroads / steamboat / new factories /scientists / engineers / inventionsPuddling: process in which coke derived from coal is used to burn away impurities in crude iron to produce high quality iron Coal is the oil of the 1800’s steam engine replaced: wood, wind, and waterEFFECTS (Positive & Negative): Growth & population of cities (urbanization) SERVICES: police, fire protection / public education / water delivery/ sewer disposalMass production – textile production replaces hands, clothing is spun and woven Food / increased standard of living / low cost of goodsIndustry production –interchangeable parts / new and rigid patterns of work (clocks needed)Supply & Demand /Capitalism / Entrepreneurs / CorporationsAdam Smith “Wealth of Nations: Laissez Faire (government has hands-off)Industrial Middle ClassIndustrial Working ClassEarly Socialism – (Karl Marx)Define:Socialism – a system in which society , usually in the form of government, owns and controls the means of productionConservatism – a political philosophy based on tradition and social stability, favoring obedience to political authority and organized religion Liberalism – a political philosophy originally based largely on Enlightenment principles, holding that people should be as free as possible from government constraint and that civil liberties (basic rights of all people) should be protected.Nationalism- the unique cultural identity of a people based on common language, religion, and national symbolsWorld History – (copy & answer) NOT ON TESTIndustrial Revolution Ch. 13 “Mass Society & Democracy” 1870-1914 / Page 394The Second Industrial Revolution resulted in changes in political, economic, and social systemsAfter 1870, higher wages and improved conditions in cities raised the standard of living for urban workersThe late 1800’s and early 1900’s were a time of political conflict that led to the Balkan crises an d eventually World War I (WWI)New discoveries radically changed scientific thought, art, architecture and social consciousness between 1870 -1914Impact TodayThe events that occurred during this time period still impact our lives today.Because of poor working conditions, labor unions were organized to fight for improvements. Millions of workers are members of various unions todayMany of the inventions produced during this time, such as telephones and automobiles are still used to daySECTION 1 - Page 3971st Industrial Revolution gave rise to textiles, railroads, iron, and coal2nd Industrial revolution gave rise to steel, chemicals, electricity, and petroleumIdentify the inventions of:Thomas Edison, Alexander Graham Bell, Guglielmo Marconi, Wright Brothers, Henry Ford, Compare the 2 economic zones of Europe by 1900 in list the respective countries divided into themExplain Karl Marx’s Communist Manifesto written in 1848Explain (bourgeoisie, proletariat, dictatorship)Explain the significance of the Declaration of May Day from the leaders of 1889What did the German Socialist Democratic Party (SPD) advocate for?What was the purpose for Trade unions?What is a strike?SECTION 2Why did urban populations grow so quickly?Why did cities grow faster in the 2nd half of the 19th century?On the advice of reformers explain why city governments created boards of health to improve the quality of housingSocial Structure of Mass Society after 1871… Explain who the “New Elite” wereExplain who the “Middle Classes” consisted ofWhat does the book “The Habits of Good Society” talk about?Explain who the “Working Classes” wereExperiences of WomenDuring the 19th century…why did men argue that women should be kept out of Industrial work?Explain how the 2nd Industrial Revolution opened the door for new jobs for women Explain the view on Marriage & Family (I paragraph)What is feminism?Who was: Florence Nightingale, Clara Barton, Emmeline Pankhurst?What was the purpose of Universal EducationWhat did elementary compulsory education create?Answer the 3 questions to “Sports & Contests” on page 408What were some new forms of Leisure in the 2nd Industrial Revolution?\Section 3 “The National State & Democracy” Page 411WESTERN EUROPE & POLITICAL DEMOCRACYWhich Kingdoms & Empires dominated Europe in 1871? (use the map)Describe the two party system in Great BritainWhat happened after the collapse of Louis-Napoleon’s Second Empire in France?Describe the political state in ItalyCENTRAL & EASTERN EUROPE: THE OLD ORDERIn 1871, how did Otto von Bismarck work to keep Germany from becoming a democracy? Which emperor later helped Germany become the strongest military and industrial power in Europe?Which groups of peoples increasingly threatened the government in Austria?In Russia, What was Czar Nicholas’s II philosophy on government?By 1900, Russia became the 4th largest producer of Steel…behind what other 3 countries?What 2 socialist parties developed at this time in Russia?Explain what happened on Bloody Sunday January 22nd 1905THE UNITED STATES & CANADAExplain the 13, 14th & 15th Amendments that were passed after the Civil War in the U.S.By 1900, the U.S. had become the richest nation in the world. Explain the serious problems that remainedList the areas in the Pacific that America colonized as it began to expand ABROADWhy was unity difficult to achieve in the Canadian provinces?INTERNATIONAL RIVALRIESExplain the purpose and countries who formed the Triple Alliance of 1882By 1907, which countries had formed the Triple Entente?CRISES IN THE BALKANSA series of crises in the Balkans between 1908 &1913 set the stage for WWIList the countries at play in this crisisSection 4 “Toward Modern Consciousness” – Page 418NOT ON TESTA NEW PHYSICS - Identify the following: Marie CurieAlbert EinsteinFREUD PsychoanalysisSigmund FreudPsychoanalysisSocial DarwinismAnti-SemitismZionismCulture of ModernityImpressionismClaude MonetRenoirVincent Van GoghPablo PicassoFunctionalismChapter 14 “The Height of Imperialism” (1800-1914) Pages 428-442IMPERIALISM: TAKING Social / Political /Economic control over another country (BELLYRUBBING)Competition among European nations led to the partition of AfricaColonial rule created a new social class of Westernized intellectualsBritish rule brought order and stability to India, but with its own set of costsAs a colonial power, the U.S. practiced many of the same imperialist policies of European nationsImperialism was tied to Social Darwinism and racism. SD’s believed that in the struggle between nations, the fit are victorious. Racism is the belief that race determines traits and capabilities.Racists erroneously believe that particular races are superior or inferior. These beliefs have led to the military force against other nations.Some Europeans took a more religious and humanitarian approach to imperialism…saying that Europeans had a moral responsibility to civilize primitive people. They called this the “white man’s burden” Therefore, the nations of the West /Europe, should bring the message of CHRISTIANITY to the “heathen masses”. Also should bring the benefits of Western Democracy and capitalism to these societies ImperialismWhen a stronger country takes over a weaker countryThough imperialism has been a part of world history since the days of Mesopotamians, the events of the 19th century brought imperialism to a whole new levelEconomic benefits: cheap raw materials used in European factories with the finished products sold back to the colonial subjects: rubber, cotton, tin, copper, diamonds, gold and oilSocial justifications: The spread of Christianity, bringing of education, the responsibility of the “betters of the world to bring light to their lesser” and it was the Whites man’s burden to fulfill this duty became acceptable and romanticized justifications for exploitation* Scientific racism & Popular racism were produced with the movement of workers ... Of course there is no such “scientific” backingAfter 1840, a French nobleman published works linking identity through skin color, facial features and cranial capacityAfricans: lazy & unintelligentAsians:intelligent but docileNative Americans:dull & arrogant Political benefits: Strategic locations which offered harbors, ports, and supplies to one nation over the other was advantageous. Lure of colonial adventure & “attractive alternative to civil war”Africa: all of Africa was colonized except for Liberia and EthiopiaIndiaQueen Victoria squashed the Sepoy RebellionSoutheast Asia Europe Dominated: British, Dutch, French, German, Portuguese, Central AsiaEurope Dominated US Pacific territories: Philippines, Guam, Hawaii, Coffee, rubber, spices, sugar, tea, timber, tin, palm oilThe French & Russian’s were envious of Britain’s treasure box (India) and sought to build a similar front of wealth in central AsiaAfter the weakening of the Ottoman & Qing imperial rule, the Russians began to extend authority over ancient silk roads… U.S. = The Monroe Doctrine 1823 articulated the US position that all of the Americas were a protectorate and guaranteed free trade in regions which benefitted U.S. businessAlaska purchased from Russia in 1867 ($72 Million = 2cents per acre)Hawaii acquired In 1898 “Roosevelt Corollary” deemed the U.S. had right to intervene in domestic affairs of nations within its hemisphere to protect security of its economic interestsAs a result of Spanish American War (1898) Cuba became a U.S. protectoratePuerto Rico was annexed by U.S. In 1903 the U.S supported a rebellion that enabled Panama to separate itself from Columbia. In return the U.S was granted control of a strip of land 10 miles wide running from east to west coast and then the U.S built the Panama Canal page 456-457Unit Title: INDUSTRIAL REVOLUTIONDate: March 23RD – -April 10th 5 Block DaysLearning Goal: The student will understand innovations in technology and agriculture led to the Industrial Revolution setting the stage for urbanization, economic and political change in Europe, and the colonization of Africa and Asia. The rise of industry changed the world forever. So dramatic were the changes that historians have labeled the period the industrial Revolution. Although the revolution began in Britain, it eventually touched every nation on earth.NGSSS/CCSS (By number)SS.912.W.6.1 Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6 Analyze the causes and effects of imperialism. Motivational Set/Bellringer/Goal-Setting ActivitiesAsk students to answer Higher order thinking questions (HOT)The increase in industry made it necessary to find new sources of raw materials and new markets for manufactured goods. How could competition for resources and markets lead to the wars of the 20th century?Why was the railroad important to the American Industrial revolution? Look at the picture of the Rocket Train in text (pg. 365). It took just 2 hours to travel 32 miles. How does this picture capture people’s sense of wonder about train travel?EXAMINE the picture of a female textile worker shown on page 364 of your text. How does this picture reflect the role that women played in the IR?Read the small article “The Way It Was for Young People” on page 368, and answer the following 2 questions: What kind of working conditions did children face in the factories during the IR? Why did factory owners permit such conditions and such treatment of children?Look at the19th century photo depicting housing conditions in England on page 370 in text. Explain how the IR contributed to such scenes. Fear of disease kept Europeans from moving into Africa. Once quinine was discovered, Europeans felt safer about Africa.What fears do we have today that prevent or inhibit exploration or research?What technological advances would be required to overcome those fears?Lesson SegmentsHelping Students Interact with New Knowledge DQ2Teacher Will:Students Will:Days 1-2Provide terminology TO KNOW from ScaleProvide questions from text for students to answer.What technological changes led to the development of Industrialization?Provide the Industrialization Map of Europe by 1870 in text (pg. 367) & Chart on 366Provide a Gaggle Video –“Industrialization for Dummies” (by Hip Hughes) 27 minutesProvide National Geographic Maps & Reading (Unification of Italy & Unification of Germany 1859-1871) on pages 379-380 Provide a National Geographic territorial trade map of Asia (pg. 431)Provide a National Geographic color coded Imperialistic Africa in 1914 chart (pg.437)Utilize the following learning resources for explanation of the above learning goals and targets:Glencoe Textbook / Gaggle You Tube Videos /Blend Space/ United Streaming VideosPROVIDE ACCESS TO TEACHER WEBSITE (uploaded unit) FOR NOTES OR ABSENT STUDENTSMSARENDAS. Define the terminology: conservatism, liberalism, capitalism, nationalism Create a Classifying Map or Table Chart to list the major 10 inventors and inventions (imbed their timeline from 1750-1850) Interpret the IR map of Europe to respond to the elected questions Create a Thinking Map “Cause & Effect” to list the 4 CAUSES of the IR and list the 4 EFFECTs (positive and negative) Create a Comparing & Contrasting Thinking Map to interpret the causes , key events and effects of the Unifications of both countries. Code the territories according to exports of European dominance Create a Classifying Map …categorizing which countries controlled the geographic regions of AfricaPage 437Helping Students Practice and Deepen Knowledge DQ3Teacher Will:Students Will:Days 3-4Provide reading material from text and notes for students to answer: What was the social impact of the IR in Europe , especially on women and children?Compare and contrast the philosophies of: capitalism, socialism, communism, nationalism, conservatism, and liberalismProvide 2 primary Source Documents that have Opposing viewpoints in regards to Who benefitted from the New Imperialism?-Rudyard Kipling, 1899 The White Man’s Burden-Edward Morel, 1903 The Black Man’s BurdenDISCRETION OF INDIVIDUAL /PAIR/OR GROUP Peer with a Shoulder Partner to discuss impacts then share aloud in their respective groups of 4 DRAW on POSTER PAPER - Within groups of 4 compare and contrast the philosophies and then present to aloud classRead each Authors viewpoint and respond to the following questions: What was the impact of imperialism on the colonized territories in Africa, according to Morel?Quote lines in Kipling’s poem that reflect his view of colonized peoples. What values did Kipling assume his readers shared with him?Helping Students Generate and Test Hypothesis DQ4Teacher Will:Student Will:Day 4Provide 2 primary Source Documents that have Opposing viewpoints in regards to Who benefitted from the New Imperialism?-Rudyard Kipling, 1899 The White Man’s Burden-Edward Morel, 1903 The Black Man’s BurdenDay 5Provide Individual Test Extra credit provided in writing assignmentsRead each Authors viewpoint and respond to the following questions: What was the impact of imperialism on the colonized territories in Africa, according to Morel?Quote lines in Kipling’s poem that reflect his view of colonized peoples. What values did Kipling assume his readers shared with him?Have a choice in the following writing assignments: List several inventions developed during your lifetime. What are their purposes? Do they save time or make manual work easier? Have they impacted society as a whole? Have there been any negative consequences to any of these inventions? Write a paper summarizing your thoughtsINFORMATIVE: You are a 19th century journalist. Write a brief article depicting the working conditions in cotton mills and an explanation of how owners defend such conditions.What are conditions like today for factory workers? Write an essay contrasting current conditions with those of 100 years ago?EXPOSITORY WRITING Select one of the following ideologies: conservatism, liberalism, or nationalism. Write an essay in which you identify contemporary ideals that are influenced by that ideologyEXPOSITORY WRITING Research the importance of either the Suez Canal or the Panama Canal today. Write a paper comparing the present –day significance of the canal to its historical significance Closure-- Reflecting on and Celebrating Student Progress on Learning Goals:Day 4 Teacher will provide a Kagan Cooperative Learning Review game (Numbered Heads Together) with teams of 4 competing for most accurate and quickest responses. White Boards will be used for each team memberThe Team with the most pointe will receive extra points on their overall Test ScorePeer “Share Alouds” (with writing assignments) will be offered for opportunity to celebrate student progress Differentiation Strategies (specific to lesson and student:Assessment (Check boxes that apply)ESE:Will be provided appropriate accommodations and modifications according to their individual needs provided by their Individual Education PlanIn specific: allow for extra time and modified length of material on writing assignmentsAfter School support will be offered by teacherESOL:Will provided appropriate accommodations and adaptations as per assignment and activityIn specific: allow for partnering with a peer for writing assignments or alternate assignmentAfter school support will be offered by teacherAdvanced/Gifted:The 2 identified Gifted students will be offered and or assigned additional research opportunities At-Risk/Extra Support:After school support will be offered by the teacher on individual needs. In addition, modifications will be provided depending on their individual needs After school support will be offered by teacherPerformance/Demonstration: _________________Test Individually designed with word bankQuiz Informal within groupsCollaborative ProjectWritten writing assignment choiceListening Assessment Reads AloudsHandout/QuestionsNotesPROVIDE ACCESS TO TEACHER WEBSITE (uploaded unit) FOR NOTES OR ABSENT STUDENTSMSARENDAS. Critical Thinking Essay Response QuestionsChapter 30 “Revolutions and National States in the Atlantic World” Page 807 What were some living conditions like in the industrial cities of the late 19th century? What systems and agencies needed to be developed to address some of these problems?What was Karl Marx’s criticism of industrial capitalism? What solutions did he envision? How well did he foresee the evolution of industrial society? Did his predictions come to pass?Compare the conditions for workers under the putting-out system with the working conditions in the factory system. Which system would be preferable to most workers? Who benefits from the new system of labor?Chapter 34 “Building of Global Empires” Page 933Nineteenth-century imperialists claimed that they were fulfilling a ‘civilizing mission” in the overseas conquests. To what extent was this claim true? Specifically, what significant reforms and changes did the British bring to India? What changes did the British not make?The status of indigenous peoples was an important problem for the imperial powers of the nineteenth century. Compare the British treatment of Australian aborigines and New Zealand Maoris with the treatment of Native Americans by the U.S. Government ................
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