INDUSTRIAL REVOLUTION
This is our Industrial Revolution Unit. You will be expected to finish a number of tasks over the next two weeks and you will work at your own pace. We will continue to do brief lectures and reading logs. The tasks, however, are up to you. Completing each assignment will earn you a B on this unit. The A can be earned by doing the Unit 8 Project. The due date for all of these assignments is February 15th at 2:30 PM. I will not accept any late work.
Create a Comparison and Effect Chart of life before and after the Industrial Revolution
This Chart must include at least 5 things on each side and be on a blank sheet of paper. What was the effect on life after this change (Why was it important)?
Spelling and grammar count!
This Chart must include at least 5 things on each side and be on a blank sheet of paper. What was the effect on life after this change (Why was it important)?
Spelling and grammar count!
Find a video (research) about the Triangle Shirt Waist Factory Fire or watch the one below and summarize it.
1. What was the name of the video?
2. What happened at the Triangle Shirt Waist Factory? (Be specific)
3. List 3 Facts from the Video.
4. Could this tragedy have been avoided? How?
5. This tragedy has also been called "The Day It Rained Children." Why?
1. What was the name of the video?
2. What happened at the Triangle Shirt Waist Factory? (Be specific)
3. List 3 Facts from the Video.
4. Could this tragedy have been avoided? How?
5. This tragedy has also been called "The Day It Rained Children." Why?
Read two articles comparing the pros and cons of Unions and analyze them.
Con
www.ehow.com/list_5882422_bad-effects-labor-unions.html
Pro
www.ehow.com/list_7369848_reasons-labor-unions.html
How do these two articles show bias? (BE SPECIFIC)
What are the points of both articles? (At least 2 MAJOR points with proof)
Who has the stronger argument? Why?
Con
www.ehow.com/list_5882422_bad-effects-labor-unions.html
Pro
www.ehow.com/list_7369848_reasons-labor-unions.html
How do these two articles show bias? (BE SPECIFIC)
What are the points of both articles? (At least 2 MAJOR points with proof)
Who has the stronger argument? Why?
Choose a piece of Industrial Revolution artwork and write a 100 word reaction paper.
What is it entitled?
Who is the artist?
When was it created?
What does it depict?
How does this piece relate to the Industrial Revolution and what we've learned? (Connection)
*I will use the School Improvement Writing Team Rubric for the scoring of this assignment. This is on my white board.
What is it entitled?
Who is the artist?
When was it created?
What does it depict?
How does this piece relate to the Industrial Revolution and what we've learned? (Connection)
*I will use the School Improvement Writing Team Rubric for the scoring of this assignment. This is on my white board.
Create a commercial for a product invented during the Industrial Revolution. This can be a cooperative project. No more than 3 total students.
Include a picture, jingle, reason for the invention, and a business plan (cost, etc.).
Include a picture, jingle, reason for the invention, and a business plan (cost, etc.).
View the Industrial Revolution Political Cartoons and analyze three of them or Create one of your own then answer the following questions.
What does the cartoon depict? BE SPECIFIC!!
What does the author imply? How do you know?
How does this message relate directly to what you have learned?
What does the cartoon depict? BE SPECIFIC!!
What does the author imply? How do you know?
How does this message relate directly to what you have learned?
unit_8_political_cartoons.doc | |
File Size: | 58 kb |
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Analyze the graphs from the Industrial Revolution and answer the corresponding questions.
unit_10_graphs.doc | |
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Read this article about the Luddites and answer the questions:
Luddites Questions
1. Why were the Luddites upset?
2. How did the Luddites try to stop the advancing technology?
3. What punishment did the Frame Breaking Act allow?
4. Give 2 examples of the Luddites rebelling.
5. How old was Abraham Charlston? What happened to him? Why?
6. Do you think a group like the Luddites could exist today? Why? What would be the reaction?
Luddites Questions
1. Why were the Luddites upset?
2. How did the Luddites try to stop the advancing technology?
3. What punishment did the Frame Breaking Act allow?
4. Give 2 examples of the Luddites rebelling.
5. How old was Abraham Charlston? What happened to him? Why?
6. Do you think a group like the Luddites could exist today? Why? What would be the reaction?
luddites_article.doc | |
File Size: | 31 kb |
File Type: | doc |
Watch the Industrial Revolution Documentary. This is a 3 1/2 minute video: Write down 5 things that were reinforced about Industrial Revolution.
Projects
Choose from the following options:
1. Create a piece of art that represents the Industrial Revolution--This could be a drawing, painting, sculpture, or something similar. (Mrs. Vansickle will help me grade these so they need to be awesome)
2. Type a 3 to 5 page Industrial Revolution paper outlining the causes, effects, and major inventions. You must have 3 different sources and follow either MLA or APA format.
3. Write a RAFT from one person's perspective living in the Industrial Revolution (3 to 5 diary-like pages)
4. Research 1 part of the Industrial Revolution that you find particularly interesting. This could be a certain inventor or invention, an idea, or something that I okay. Do a google doc, power point, or video presenting the information. You should dive into this research, document where you got your information, and have a presentation with pics and information.
5. Create a video of an Industrial Revolution scenario. This can be done with no more than 4 total students. Each person must appear on camera. Example--A debate about cities' problems during the Industrial Revolution and cities' problems now.
6. Create an Industrial Revolution Board Game with relevant questions.
7. Create a video giving details about an inventor and his/her invention.
If you have a different idea, see me.
Choose from the following options:
1. Create a piece of art that represents the Industrial Revolution--This could be a drawing, painting, sculpture, or something similar. (Mrs. Vansickle will help me grade these so they need to be awesome)
2. Type a 3 to 5 page Industrial Revolution paper outlining the causes, effects, and major inventions. You must have 3 different sources and follow either MLA or APA format.
3. Write a RAFT from one person's perspective living in the Industrial Revolution (3 to 5 diary-like pages)
4. Research 1 part of the Industrial Revolution that you find particularly interesting. This could be a certain inventor or invention, an idea, or something that I okay. Do a google doc, power point, or video presenting the information. You should dive into this research, document where you got your information, and have a presentation with pics and information.
5. Create a video of an Industrial Revolution scenario. This can be done with no more than 4 total students. Each person must appear on camera. Example--A debate about cities' problems during the Industrial Revolution and cities' problems now.
6. Create an Industrial Revolution Board Game with relevant questions.
7. Create a video giving details about an inventor and his/her invention.
If you have a different idea, see me.
Reply at least 3 times to the Industrial Revolution Blog below.
NOTES
industrial_revolution_notes.doc | |
File Size: | 26 kb |
File Type: | doc |
chapter_20-3.doc | |
File Size: | 25 kb |
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chapter_22-1.doc | |
File Size: | 24 kb |
File Type: | doc |
chapter_22-3and4.ppt | |
File Size: | 1897 kb |
File Type: | ppt |
Additional Resources:
Teacher Stuff!!
Industrial Revolution Unit as it relates to Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accuratesummary that makes clear the relationships among the key details and ideas.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Industrial Revolution Unit as it relates to Michigan HSCE
HSCE 6.1.1
Global Revolutions – Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. (See 6.2.1; 6.2.3; 6.3.1; 6.3.2)
HSCE 6.1.3
Increasing Global Interconnections – Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including • constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization (National Geography Standard 10, p. 203) • the global spread of major innovations, technologies, and commodities via new global networks (National Geography Standard 11, p. 206)
HSCE 6.1.4
Changes in Economic and Political Systems – Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era
HSCE 6.2.3
Industrialization – Analyze the origins, characteristics and consequences of industrialization across the world by • comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, United States, or France • describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements (National Geography Standard 11, p. 206) • describing the environmental impacts of industrialization and urbanization (National Geography Standard 14, p. 212)
Industrial Revolution Unit as it relates to Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accuratesummary that makes clear the relationships among the key details and ideas.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Industrial Revolution Unit as it relates to Michigan HSCE
HSCE 6.1.1
Global Revolutions – Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. (See 6.2.1; 6.2.3; 6.3.1; 6.3.2)
HSCE 6.1.3
Increasing Global Interconnections – Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including • constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization (National Geography Standard 10, p. 203) • the global spread of major innovations, technologies, and commodities via new global networks (National Geography Standard 11, p. 206)
HSCE 6.1.4
Changes in Economic and Political Systems – Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era
HSCE 6.2.3
Industrialization – Analyze the origins, characteristics and consequences of industrialization across the world by • comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, United States, or France • describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements (National Geography Standard 11, p. 206) • describing the environmental impacts of industrialization and urbanization (National Geography Standard 14, p. 212)