unit 3—modern world history. what inventions and/or innovations seen in your lifetime have...
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Unit 3—Modern World History
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What inventions and/or innovations seen in your lifetime have affected the way that you live and/or work? Create a list of as
many as you can…
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Main Idea: The Industrial Revolution started in England and soon spread
elsewhere.
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The Industrial Revolution transforms European and American society and the way people do work
Changes in agriculture lay the foundation for the IR
Britain is the first nation to experience the IR
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Favorable geographic position, climate
Agricultural Revolution Enclosures, crop rotations
Industrial Revolution Inventions, industries, etc.
Extensive natural resources Economic strength
Overseas trade, investment in new inventions, banking system, etc.
Political stability Laws to protect businesses,
factors of production, etc.
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Improvements in farming methods in the 1700s boost crop yields
Many small farmers lose land, move to the city, and become urban workers
Britain possesses ideal conditions for the growth of industry
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Key inventions revolutionize industry during the 1700s and 1800s
Textile industry is the first to benefit, with the invention of machines to produce cotton cloth
Factories are created to manufacture goods
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Transportation expands with the invention of the steam engine and the construction of canals, roads, and railroads
Revolution forces rapid change to society…
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Assume the identity of a British government official during the
Industrial Revolution. Write a two-paragraph letter to a government
official in a non-industrial nation
about how the railroad has changed Britain.
An effective letter should…
Introduce several changes in British society
Be written in a thoughtful, coherent, and engaging manner
Give a clear sense of place and time
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Main Idea: The factory system changed the way people lived and worked, introducing a variety of
problems.
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Welcome to Mr. Layton’s factory! Today you will
participate in an exercise in which you
will work within assigned groups to
mass-produce quality drawings of famed
philosopher Karl Marx. Please listen carefully
to the following instructions…
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What was the primary difference between phase one and phases two/three of the exercise?
How did phase three differ from phase two?
Was your group more efficient during phase two or phase three of the exercise?
How might this simulation be relevant to what we know of the Industrial Revolution?
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Industrialization leads to economic growth and urbanization—city building and the movement of people to cities
Because they grew quickly, cities were not ideal places to live—overcrowded, dirty, difficult to find good housing, schools, or police protection, etc.
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As the Industrial Revolution changes society, some grow wealthy while others experience hardship
Such differences lead to tension between the social classes
A new class emerges wealthy middle class
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Upper—large landowners and aristocrats, resentful of rich middle class
Upper middle—entrepreneurs (merchants, factory owners, shippers)
Lower middle—factory overseers/skilled workers
Lower/working—factory workers, urban poor, etc.
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Days are long Factories are
seldom well-lit or clean
Machines pose a threat to safety of the worker
Child labor is a problem
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Increased the amount of goods and services a nation could produce and added to its wealth
Created jobs for workers and (eventually) raised the standard of living
Fostered technological progress and invention
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Read and annotate the primary source
Imagine that you are a child who works in a textile mill. Write a two-paragraph diary entry in which you describe your work life.
Leeds—a city in England
Flax mill—a textile mill, where clothing is made
Doffer—a worker who operates machinery that produces clothing
Thronged—crowded, referring to the number of people working in a given area of the factory
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Does a government
have a responsibility or
obligation to assist those who
are poor, disabled, and/or
sick?
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At first, war and unrest in Europe delay the growth of industry (i.e., French Revolution and Napoleonic Wars)
Industrialization would often occur in a given region rather than throughout an entire country, as in Britain’s case
Not all countries had the necessary resources or factors of production
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The Industrial Revolution widens the gap between more-developed and less-developed nations
Industrialized countries exploit overseas colonies for resources and markets (basis for imperialism)
Over time, standards of living rise in the industrial nations
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Main Idea: The Industrial Revolution led to economic, social, and political
reforms.
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The Industrial Revolution changes the structure of society, opening up a gap between rich and poor
New philosophies emerge regarding the role of the government in an industrialized society
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Laissez-faire thinkers (Adam Smith) support a free market and oppose government regulation
These ideas are the basis for capitalism
Other thinkers oppose laissez-faire policies and favor government efforts to improve people’s lives
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Reformers sought the establishment of a new economic system called socialism
In socialism, the factors of production are owned by the public and operate for the welfare of all
Socialists believe the government should actively plan the economy and promote equality between all people
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Refer to the handout given to you
Quietly read the primary source to yourself
Annotate as you read and answer the questions on a separate piece of paper
Use a dictionary to determine the meaning of words you don’t recognize
Be ready to discuss!
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Do not eat the candy until you are told to do so
Each time you lose a game you must give up a piece of candy to the person who defeated you
When you run out of candy you must sit down and quietly wait for the game to finish
You must continue to play as long as you have candy in your possession
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Classroom Activity: Rock, Paper, Scissors
Game
Historical Information: Marxist
Theory
Capitalism Students have their own candy, and not everyone
starts with the same number of pieces. As
students play the game, a few win lots of pieces,
but most lose.
Individuals privately own industry. Freedom of competition results in
unequal economic classes.
Class Struggle Winners and losers argue about whether
the game is fair. Losers vote to change the rules
of the game.
Upper and working class struggle over
wealth. Working class revolts and takes
control of government.
Socialism The teacher collects all pieces of candy and redistributes them equally to students.
Government takes over ownership of industry.
Wealth created is distributed equally to
all.
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German journalist who introduced the world to a radical type of socialism
Believed that history is controlled by economics and class struggle
The future would lead to communism
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Capitalist society would eventually destroy itself, as the proletariat would revolt
Workers would bring about economic equality for all and a classless society would form with the absence of any government
Private property would cease to exist
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Workers organize unions to raise wages and improve conditions
Unions eventually become established and legal
Reform laws are passed in Britain and the United States to limit child labor and set work hours
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The abolition movement helps to end slavery by the end of the 1800s
Free public education for all children
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Select a major theme or topic from the Industrial Revolution
Write a haiku about that topic that accurately describes it in some way; be creative! 3 lines 5-7-5 syllables
Record on index card and be prepared to submit / share!
Karl Marx
Working class uniteTo destroy the
bourgeoisieMan, what a sweet
beard…