Welcome to the Industrial Revolution!
California State Content Standards
10.3 Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan, and the United States.
Germany, Japan, and the United States.
- Analyze why England was the first country to industrialize.
- 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, division of labor, and the union movement.
- Understand the connections among 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.
Common Core State Standards
Reading
- CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.4 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 science.
- CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
- CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Essential Historical Questions
The unit seeks to inform the following essential historical questions:
- Why was England the first country to industrialize?
- How did work and labor evolve because of the revolution?
- How did scientific and technological changes bring about massive social, economic, and cultural change?
Big Ideas
The unit will focus on the following big ideas:
- How the industrial revolution not only brought about economic change, but social change as well.
- The revolution created a new type of labor, unskilled wage labor, which allowed many people to circumvent their circumstances, because there were no regulations many people were taken advantage of
- The advancements in science and technology created better machinery within factories, which increased output, which drove down prices and made goods more affordable than they had every been.
- The great migration from rural to urban occurred because that was where the jobs were. People saw these jobs as an opportunity to escape the farm and to start anew.
Assessment Plan
Some assessments to target the Big Ideas include:
- Students will analyze a map of the natural resources within Europe and articulate as to why England was able to get a jump start in the revolution over other countries
- Students will create visual models of some of the technological advances and describe how they work as well as their impact on society.
- Students will create an analysis of the labor conditions by using primary sources.