UNIT+5+--+THE+INDUSTRIAL+REVOLUTION

Unit Objectives:

 * ** The causes and consequences of the agricultural and industrial revolutions, 1700-1850. **
 * Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land-holding.
 * Identify the major characteristics of the industrial revolution and compare industrial economies with other forms of economic organization.
 * Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization.
 * Analyze connections between early industrialization and Britain’s commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions.
 * Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England.



[|The Spivenator and Brightestman Chronicles]
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Hopefully, through Mr. Spivey's brilliant comic strip, you inferred some of the drama involved in the Industrial Revolution. Unlike the political revolutions that preceded it, the Industrial Revolution completely changed the social, economic and cultural fabric of the world. While the political revolutions we studied had heroic and tragic political figures as their figureheads, the Industrial Revolution slowly enveloped the lives of all who encountered it. In certain ways, this makes the Industrial Revolution difficult to capture because it consists of so many different elements. At the same time, it allows us to gain a broader perspective of the social, economic and cultural issues people grappled with during this extraordinary era and to see global industrialization at work in the developing world today. Based on Mr. Spivey's hilarious and poignant work, what issues do you think we will grapple with as we explore this era?

Viewing the Industrial Revolution

 * 1) What was life like before and after the Industrial Revolution in England?
 * 2) Describe the geogrpahical and social climate of the time.
 * 3) Why did the Industrial Revolution begin there?
 * 4) What industries sparked the Industrial Revolution?
 * 5) What other causes can you identify that led to the Industrial Revolution?
 * 6) What consequences can you already predict?

Reading about the Industrial Revolution
Chapter 1 p. 19-39


 * Homework:** Finish reading and taking notes on Chapter 1.

Steps on how to get the reading if you lose it: 1. On your desktop you will see the icon to the KIS server. This will be simply labeled as "KIS." 2. Click on the KIS icon. 3. Click on the HS folder. 4. Click on HS_Share folder. 5. World History 9th grade 6. Download the file: __**//The Industrial Revolution//**__

Chapter One Note Networking
You have been doing a great job of taking notes on your reading, but I am concerned that you are still struggling with the difference between main ideas and supporting ideas when taking notes. It is really important for you to get the big picture. I want you to share your notes from Chapter One with your classmates and come up with a master copy that you can use moving forward. I will review notes during class and post the best copy here for you all to see the best example. This will hopefully help you take better notes moving forward.

IR1 B Notes IR1 D Notes

Application and Creation: A Comic!
Now, let's review the causes we discussed last class and add to our list based on the reading. Here is a list of causes that was put together by Mr. B and Mr. S. Let's compare lists of potential causes with the list that we created as a class. With this list you will be assigned a group in which you will create a cartoon.


 * Assignment:** You will now be assigned a team on one of the causes. With your team, we would like to challenge you to create a ToonDoo gallery portraying how your cause is a major factor in making the Industrial Revolution a reality. Please approach this endeavor as follows:
 * Brainstorm ideas once you have assigned your cause.
 * Script or storyboard your ideas so that your gallery educates your classmates and teacher effectively about your cause and its overarching effects on the time period.
 * Illustrate your gallery using ToonDoo and post it on your wiki gallery page next class.

1. Cartoons will be from 6-10 panels long, no more or no less. 2. Your cartoons MUST be historically accurate. 3. The creative process and entertainment value of your "story" will be part of the final grade. 4. This will count as a group project that will be graded on a completion scale.
 * Criteria:**

You will now have the rest of the period to brainstorm and finish the project. This will be due next class. 1. Go to the following website: http://www.toondoo.com/Home.toon 2. Create an account for yourselves. 3. Click on the link in the top-left corner: "Create Your Own Toondoo." 4. Play with all the bells and whistles until you find the right format and style to illustrate your comic. (Homework before next class.)
 * //ToonDoo//**


 * Homework:** Finish and post your Toondoo!

Peer Editing
Our goal for class today is to understand the causes of the "Industrial Revolution" at a mastery level. Near the end of class we will "test" the knowledge that you have gained so far by giving a quiz. But before the quiz, let's learn from each other's work.

As an individual you will spend the next 30 minutes working on peer editing each others work. It is required that you look at __**three**__ other cartoons or 1 person per 10 minutes. While reading each one think about the following questions:

1. Do the authors address the cause in a clear and meaningful way? 2. Do the authors make the information fun to read? Was there deeper level thinking put into the process of the cartoon? 3. Identify two aspects of the comic that you really enjoyed or thought was above average. 4. Identify two aspects of the comic that need work before Mr. Spivey grades it?

Once you are done exploring and critically breaking down the piece __leave comments on the discussion tab where their cartoon has been published about the questions stated above.__

Living History: Living During the Industrial Revolution
While watching the film, take notes. At this point when you are taking your notes, much of this information should be simply repeated ideas. Therefore, focus on //a) "cool" new information, b) ideas that you just don't get or understand and c) ideas that connect to the present.// Once the film is finished, post your ideas so that they can be shared.

Start Time: 0:40 End Time: 8:17

Steps on how to get the movie if you would like to watch it again later: 1. On your desktop you will see the icon to the KIS server. This will be simply labeled as "KIS." 2. Click on the KIS icon. 3. Click on the HS folder. 4. Click on HS_Share folder. 5. World History 9th grade 6. Download the file: __//**Living_History_Living_During...lution.asf**//__

Works Cited: Living History: Living During the Industrial Revolution. United Learning. 2003. Discovery Education. 24 November 2008 

Quiz!
We have now looked at the source to understand the cause of the industrial revolution; professionally made a book, movie and comics (yes your work is published so it better be professional!). We will now see how much you were able to comprehend throughout these last three lessons. Good luck!


 * Homework:** Read p.58-73 and take notes.
 * French Revolution Test Sample Answers**
 * French Revolution Test B1 || French Revolution Test D1 ||
 * French Revolution Test B2 || French Revolution Test D2 ||
 * French Revolution Test B3 || French Revolution Test D3 ||

Predicting Consequences
In your teams, predict what consequences arose from the Industrial Revolution. Let's be ready later to discuss them as a group.

Industrial Revolution Predicted Consequences B Industrial Revolution Predicted Consequences D

How Do We Know What We Know? Analyzing Pictures
Step #1: OBSERVATION Study the picture quietly for a few minutes. Describe exactly what you see, including people, clothing, jewelry, or other objects or writing in the picture.

Step #2: INFERENCES Are there people in the picture? If so, what are they doing? What can you tell about the person or persons from looking at the picture? Is it a picture from today or long ago? How can you tell? What do you think the artist or photographer was trying to convey? Based on what you observed, what can you infer or guess about the picture?

Step #3 QUESTIONS What questions does this picture raise in your mind? Where could you find answers to them?

Step #4 COLLABORATIVE ANALYSIS Get with a partner and discuss your observations. Were they the same? If not why are they different? What is the goal of the pictures shown?

(Excerpted from [|www.historyisfun.org])

Analyzing Photos Assignment:
Look at pages 64-71. Use the techniques above to analyze the information. For the first 10-15 minutes take notes on your observations. You will then have time to discuss your findings first with your partner (10 minutes) and secondly with the class as a whole (5-10 minutes).

Project: Create your own Photo Esaay
Creation of your OWN photo essay! Your assignment is to create a story about how industrialization has changed your life. I have experimented with this before, and I have discovered there are two descriptions for the assignments submitted: horrible and fantastic--never in-between. The reason is that this is an abstract piece of art in which you are telling another person WITHOUT words how you view the world. So here are some hints on how to create this project:

1. Come up with a thesis of main ideas that you will be portraying to a young adult audience. 2. Make sure that your pictures are put into an order that has a defined beginning and end. 3. DO NOT USE OTHER PEOPLE'S PHOTOS FROM THE INTERNET! (Doing so will result in an automatic 0 for the assignment) 4. Even though there are a lot of abstract idea within this project, try to make them clear. Too often, I see a subway train, the next picture will then be a building, followed by an old man! WHAT IS THAT? WHAT IS YOUR STORY?! Be clear so that at the end I can see a progression. 5. Time: __Don't do this assignment the night before__. 6. Have fun! When exploring your world, try to look at it not from a teenager's point of view but as a developing historian.


 * Requirements:**
 * The theme of "Consequences of the Industrial Revolution where I Live" must be addressed. How you address this topic is up to you!
 * Must be published in iPhoto.
 * All pictures must be taken by you!
 * Your photo galleries will need to be anywhere from 7-10 pictures long. (No more and no less.)
 * Words will have to be left out. If there is a street name sign or a restaurant sign as the focus of the picture, that is fine. What we don't want is for you to write in your picture: "This represents pollution!"


 * DUE DATE:** January 6th.

For the rest of the period, we will discuss our next exciting project: The Philosophers Ball! We will be working on this until Christmas Break. Today, we will introduce you to the project, and you will select a philosopher that you will begin researching next class starting with Day Five. (Please click on the link below for more details.)


 * Homework:** Industrial Revolution Photo Essay Due January 6th; Philosophers Ball research. Bring your textbook next class.

Philosophers Ball Project (12/3)
As a class, we will explore the thoughts and ideas that established themselves during the 1800's. The modern world is slowly coming into view as we continue exploring history up to the modern age. Industrialization sets new standards of living for millions, but at what cost? The early nineteenth century brings an abundance of new challenges. How does the mindset of Europeans change as the chains of the feudal system, church authority, and extreme poverty fall to the wayside? What was the new destiny of human history?

The consequences you read about and predicted in class not only impacted Great Britain and the United States. They began to have effects for the rest of the world that we continue to see today. To get a better sense of how global this process began, let's begin class by reading p. 97-100 in //Industrial Revolution.//


 * How did this process impact the world?
 * What kinds of problems do you foresee as result of industrialization?
 * What do you dislike most about what you have read?

Discuss this in your teams and be ready to share your team's thoughts with us in a larger discussion.

Philosophers Ball Project Description

 * Directions:** Continuing the exploration of the time period, we will look at those who defined the 1800's through their ideas. Not only will we conduct research exploring the ideas of the 19th century, but we will also step into the shoes of these brilliant people. You will be creating a wiki that will help you understand who your assigned person is. We will then have a //**Philosophers Ball**// in which you will become your assigned person and act them out throughout a 75-minute block period. We are on a very tight schedule for this assignment and want to give you as much time as possible in class to work on this. Make sure to use your time wisely.


 * Step #1 Starting Your Wiki**

Below is a list of influential thinkers that we will explore together. Your first assignment is to create a wiki about your philosopher. You will have a total of **three sections** on your wiki page. Your wiki must meet the following requirements:

You will create a Photo Booth Interview. In this, you will be the assigned philosopher and will have to discuss a number of factors about his or her life. Below is the list of required information that you must address:
 * Section 1: Photo Booth Interview**


 * **Influences--**What happened in history and in their life that might have influenced their ideas?
 * **Problem--**What is the main problem that your philosopher was trying to solve?
 * **Philosophy--**Key or main points of their philosophy.
 * Remember to cite all sources that you use at the bottom of the page. (www.easybib.com)

Please try to act out your interview in character and as compellingly as possible. Simply reading from your script will not earn you high marks on this aspect of your assignment. Also post your script underneath your Photo Booth Interview so students and I can reference it after watching your brilliant performances. Interviews should be no more than 3-4 minutes in length.

Let's focus on this section today. We will work on the other sections in the future. This part of your wiki will give you the opportunity to show off your research in a less-threatening way than the Philosophers Ball format. Consider it a dress rehearsal for the Philosophers Ball and have fun with it. I'm looking forward to viewing them.


 * Homework:** Your Photo Booth Interview will be due on Monday, 12/8 (B) or Tuesday, 12/9 (D). Spend your time wisely today working toward this task. For your initial research, you have a couple of options. It is recommended that you get a main idea and start with your **textbook** and then use **ABC-CLIO**. We can also write passes down to the **library,** but remember that __we will not be able to check out books on personal accounts__ because there are three other people trying to accomplish the same research. Sharing is caring! I will have the librarian pull as many books as possible and put them to the side. **Mr. Spivey also has a number of books** that you can borrow that deal directly with some of your assigned philosophers. Please see him for more information. Last but NOT least, read sections from **//Sophie's World// by Jostein Gaarder**. We did not have enough books for all students this year, so please share amongst the Freshman class.

Here are the directions for logging in: [|http://www.worldhistory.abc-clio.com]. To sign into the database use the following information: USER NAME: KIS PASSWORD: welcome

Philosophers Ball Primary Sources (12/5)

 * Section 2: Searching For Primary or Secondary Sources**

Now, that you have begun your research, we will add a second step to this project. In addition to posting your Photo Booth Interview, you will search for three or four primary or secondary sources to post on your wiki underneath your Photo Booth Interview. You want your sources to reflect the ideas of your assigned person. I would recommend looking at some [|Document Based Questions] (DBQ) for examples. Using a variety of sources will help fellow students understand who your character is. It is also recommend that you don't use excerpts longer than 400 words in total (1,000 words total for all resources). Pick your sources wisely. Make sure that you understand the content of the document. If you don't, then use resources (friends, parent(s), books, internet, teachers, and so forth) to help you find what you are seeking: complete understanding. After you have picked your sources, post them on your wiki. Please make sure to ask questions about this so that you will be successful.

Let's practice with a sample philosopher that no one in either class chose: Georg Wilhelm Friedrich Hegel and his [|Dialectic of History].


 * What questions can we compose for this source that will help the reader better understand Hegel's influences and philosophy?

For the remainder of class, you may finish writing your scripts for your Photo Booth Interview and search for your Primary or Secondary Sources.


 * Click on the following link to discover primary sources from your philosopher**: Philosophers Ball Primary Sources.

You have the remainder of the class period to continue researching your philosopher, prepare your script for your Photo Booth Interview, record your Photo Booth Interview, and posting your primary sources.

a) Post your Photo Booth Interview. b) Post your primary or secondary source items up on the wiki. c) Prepare for the Philosopher's Ball.
 * Homework:**

Summing up the Industrial Revolution
We are going to read the "Afterword" of The Industrial Revolution together and discuss its aftermath. Why do you think the Industrial Revolution is so important for us to examine today? Do you think the Industrial Revolution was truly a revolution? Would you consider the Industrial Revolution part of the "History of Progress" that Hegel discussed in our reading last time?


 * D Block Test Recap**
 * French Revolution Test D1 ||  ||
 * French Revolution Test D2 ||
 * French Revolution Test D3 ||

Primary Source DBQs
The purpose of your primary or secondary sources is to help teach your team about your philosopher. Document-Based Questions (DBQs) like the one you attempted on your French Revolution test help us think more deeply and with more purpose about primary sources and their impact on history. To help us improve answering DBQs in the future, it will be helpful for you to make up your own questions about your primary sources to make your teammates think more critically about your philosopher. To help get you in the spirit of this, let's look back at Hegel's work ([|Dialectic of History]) and come up with some practice questions of our own.

I would like you to take 20 minutes now to compose three to five DBQs about your question that will require your teammates to think more analytically about the primary source and examine what it means in terms of the Industrial Revolution. I will be coming around to check your work.

Peer Editing
During our next class, you will come in character as your philosopher from head to toe. Your wiki pages have been a safe area for you to prepare for this challenging exercise. Some of you are natural actors, and this will be an easy exercise for you, while others will pray for the Philosophers Ball to be over before it really begins. In your teams, I expect you to watch each other's Photo Booth Interviews as well as read and answer each other's DBQs. While you are enjoying each other's work, focus on the criteria outlined in the Philosophers Ball assignment thus far. On the Discussion tab of your teammate's wiki, I expect you to critique their performance based on whether you have an excellent understanding of the following:


 * **Influences--**What happened in history and in their life that might have influenced their ideas?
 * **Problem--**What is the main problem that your philosopher was trying to solve?
 * **Philosophy--**What are the key points of their philosophy?
 * **Research--**Is it complete and correctly cited?
 * **DBQ--**Is the primary source appropriate? Are the questions challenging but also help you gain a better understanding of the philosopher and his or her impact on the Industrial Revolution era?


 * Homework:** Read the next entry below, "Philosopher's Ball," and be prepared next class in character as your philosopher. Your performance will count as a quiz grade.

Welcome to the Philosophers Ball!

 * Where:** Mr. Brightman's or Mr. Spivey's Room

Schedule of Events
From the moment you enter the room, you must remain in character.

Make last-minute costume changes and get into character.
 * Preparations (10 minutes)**

Upon entering the classroom, you will receive an introduction sheet with all the names of the attendees. In the time provided, you will need to introduce yourself to as many philosophers as possible and write down the **problem** they were trying to solve as well as their **basic philosophy** on your sheet. Remember to stay in character as you do this.
 * Introductions (30 minutes)**



As you go around introducing yourself, feel free to write down ideas for our discussion today on the whiteboard in the front of the room. This will be kind of a visual suggestion box to help keep us focused and engaged during our discussion.
 * Graffiti Wall**

Remember these? If not, here they are for your reference: In addition to exploring topics from our graffiti wall, we will also throw out factors of analysis at random, and any of you who have anything to add to our discussion about these topics from your philosopher's point of view must enter the conversation. You may also feel free to challenge each other about your various perspectives on the factors being discussed. This part of the ball will count as a quiz grade, and your participation and contributions will be assessed accordingly.
 * Factors of Analysis Crossfire (30 minutes)**
 * Science/Technology
 * Government
 * Religion
 * Economics
 * Trade
 * Culture/Art
 * Military Strength
 * Philosophy
 * Social Hierarchy
 * Laws
 * Resources

Change back into yourself and get ready for dismissal.
 * Breakdown (5 minutes)**

The following rubric will be used to assess your performance on this project. Good luck!
 * Assessment**



Student Photo Gallery Show
1. When you walk into the room, set up the desks in a square. 2. Set up your iPhoto so that it is on auto-play. You will want to make sure that your photos are in order the night before. 3. Walk around the room looking at the different student interpretations of the consequences of an industrial revolution in Korea. 4. You may talk amongst each other as long as the conversation revolves around what you have learned. If "viewers" are getting off-topic, we will become silent. YOU MAY NOT ASK STUDENTS WHAT THEIR PIECE MEANS! IF YOU DO SO, BOTH WILL RECEIVE A 0 ON THIS EXERCISE! Remember that this is practicing critical analysis skills. 5. After looking at the gallery shows for 20-25 minutes, you will be assigned a writing assignment, so make sure you pay close attention to each presentation.

Photo Essay Writing Assignment
1. Your teacher will now assign a student-made series in which you will write a story about what the author was trying to portray. Think of it as though the pictures are the primary source and you are the historian. Also, remember that there are two types of textbooks. Those that make us go to sleep and those that excite us because they make the story come to life. I hope your writing will reflect the latter.

2. Remember when analyzing photos to follow the steps we learned last lesson:

Step #1 OBSERVATION: Step #2 INFERENCES: Step #3 QUESTIONS: What are we learning?, Why are we learning it?, and What do we already know?

3. You will sit down with your picture gallery and write an essay explaining it. Remember that your essay will have 3 parts to it a) Intro with Thesis, b) Body and c) Conclusion.


 * Homework:** Read p. 10-16 in //Imperialism// text.

Thinking Through Difficult Historical Questions
A brilliant video by Emily (10th grade)

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