Focus (or Guiding) Questions:   

What factors contributed to The Industrial Revolution?

What impact did The Industrial Revolution have on the world?

What national and international policies resulted from The Industrial Revolution?

How did The Industrial Revolution pre-empt the new global economy?

Know:

Causes of The Industrial Revolution

Inventions and inventors of The Industrial Revolution

Technological Impacts of The Industrial Revolution

Societal Impacts of The Industrial Revolution

Impacts on transportation of The Industrial Revolution

Economic impact of The Industrial Revolution

National Policies that resulted from The Industrial Revolution

International Policies that resulted from The Industrial Revolution

Global interdependence

Do:

identify causal relationships of economic changes during The Industrial Revolution and its effects on the job market

explain how location of world resources influenced economic development during The Industrial Revolution

describe and decide the impact of The Industrial Revolutions

explain influences on national and international policies during The Industrial Revolution

examine and evaluate global economic interdependence as a result of The Industrial Revolution

Show the PowerPoint that includes images from The Industrial Revolution to students and ask them to record what they already know about the facts surrounding it. Have students record their thoughts on the KWL in the K column. Afterwards show the PowerPoint and use the PowerPoint Questions to illicit more responses and have students to add these to the K columns of the KWL.

After leading the students in their discussion show the following video The Industrial Revolution located at  http://www.history.com/videos/the-industrial-revolition#the-industrial-revolition.

Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions.  For quality, research-based strategies for teaching content vocabulary, see the Teach 21 Strategy Bank at http://wvde.state.wv.us/strategybank/vocabulary.html.

Cottage industry

Agrarian Society

Enclosure Acts

Resources

Urbanization

Industrial Revolution

Invention

Production

Steam engine

Spinning Jenny

Capitalism

Laissez faire

Socialism

Marxism

Communism

This module should follow the Monarchs of Europe. Students should have an understanding of the Agrarian society that characterized Europe before the 18^th century, and the agricultural revolution that was the foundation for the increase in agricultural productivity and output.  Consequently this marks the beginning of an unprecedented population growth that lent itself to freeing up a substantial portion of the work force that could support an industrial revolution.

The purpose of this module is to introduce students to the enormous impact of The Industrial Revolution upon technology, transportation, society, and economic practices. Students will explain the connection between the location of resources throughout the world and economic developments during The Industrial Revolution. Students will understand how those economic changes affected the job market during this time period specifically moving from a predominately agrarian society with a rural economy to an urban society with a capitalist economy. The culminating project will ask students to apply this knowledge to the concept of a global economy that is interdependent and reliant upon one another.

Introduction

Show the PowerPoint that includes images from The Industrial Revolution to students and ask them to record what they already know about the facts surrounding it. Have students record their thoughts on the KWL in the K column. Afterwards show the PowerPoint and use the PowerPoint Questions to illicit more responses and have students to add these to the K columns of the KWL.

After leading the students in their discussion show the following video The Industrial Revolution located at  http://www.history.com/videos/the-industrial-revolition#the-industrial-revolition

Stage 1-Factors that led to The Industrial Revolution 

Students should use the following websites and Graphic to locate identify the changes that took place in agriculture, technology, population, and economics that were a catalyst for The Industrial Revolution and record them on The Industrial Revolution Graphic.

http://www.wsu.edu/~dee/ENLIGHT/INDUSTRY.HTM

http://mars.wnec.edu/~grempel/courses/wc2/lectures/industrialrev.html

http://www.fordham.edu/halsall/mod/modsbook14.html

http://www.history.com/topics/industrial-revolution#a0

http://www.ihs.issaquah.wednet.edu/teachers/fine/the_indu.htm

http://www.historyguide.org/intellect/lecture17a.html

http://www.bbc.co.uk/history/british/victorians/

Differentiation can be done by assigning collaborative teams, or by assigning each student a specific subtopic to research.  You may also group student based on individual strengths and weaknesses.  Specifically those with stronger reading comprehension with those who struggle.

Students can complete a more in depth analysis of the inventions that evolved before and during The Industrial Revolution can be found at SAS Curriculum Pathways #1120.  The activity in has students use web resources to classify and categorize inventions, and assess their importance.  As students organize their findings they have to justify their classification of particular inventions. SAS Curriculum Pathways is an online source that is available to WV teachers for free. http://www.sascurriculumpathways.com

Students will explain why these changes prompted or ignited The Industrial Revolution. The IR Questions can be used to facilitate a discussion, or be used as a short answer response for students.  It is provided as a guide for student’s to make the connection between the casual factors and The Industrial Revolution.

Following the first phase you may want to have students take the following quizzes to assess for understanding of the casual factors of The Industrial Revolution.

http://www.schoolhistory.co.uk/quizzes/industrial/industrial_revolution_index.html

Stage 2 - National and International policies that resulted from The Industrial Revolution

Students can use the following websites and Impact handout to research and record the societal, economic, ideological, and political impacts brought about by The Industrial Revolution. Within the Impact project students should specifically describe and explain the impact it had and explain the national and international policies and reforms that arose from this revolution. Students will complete their Impact handout, by researching, brainstorming, organizing and drafting out their presentations.

Students will utilize the Impact handout to create a multimedia presentation describing and explaining the impact that The Industrial Revolution had upon society and the reforms that were necessary for protecting workers, and consumers.

 The following strategies will allow for differentiation; student choice as to how they create their multimedia presentation.  Students may choose to create a PowerPoint presentation, a scrapbook, a cartoon strip, or other media.  You may also consider pairing students up based on strengths and learning style.  Impact The project will be assessed using the Impact Rubric.  The rubric is basic in design, but includes notations of content in red.  You may choose whether to include this for students or adapt it to fit your need

http://industrialrevolution.sea.ca/impact.html

http://www.spartacus.schoolnet.co.uk/IRchild.main.htm

http://regentsprep.org/Regents/global/themes/change/ind.cfm

Stage 3

During this stage students will apply their knowledge of the casual factors and impact of The Industrial Revolution to create an argumentative essay deciding if The Industrial Revolution was the pre-emptive force behind globalization.

 Discuss with students the meaning of global interdependence as defined by the Business Dictionary.com and by Global Strategy.

http://www.businessdictionary.com/definition/global-interdependence.html

http://www.global-strategy.net/categories/Globalization

We are globalized world in the 21^st Century; some theorists argue that this has been a positive impact on the world, while others disagree.  For students to understand this notion they will have to examine globalization itself. The Argumentative essay will ask students to consider the following arguments.  Some scholars argue that The Industrial Revolution was the catalyst that created the modern globalization we experience today.  However, other scholars argue that the Global world today is so extremely different than in the 18^th and 19^th centuries, that theoretically it is not the foundation. That our globalization is vastly dependent upon electronic communication and trade which is vastly different from that time period. Furthermore some proponents argue that the globalization of the world began thousands of years ago in the ancient trade routes of Sumer and India.  Students will research, choose an argument to support and create a grade level mastery essay based on the West Virginia State writing rubric.  You may have them use the Argumentative Graphic Organizer and Persuasive Devices Handout to organize their thoughts and support.  The following websites present opposing arguments and may be utilized for evidence and support:

http://en.wikipedia.org/wiki/Globalization

http://www.globalization101.org/What_is_Globalization.html

http://plato.stanford.edu/entries/globalization/

http://www.imf.org/external/np/exr/key/global.htm

http://www.sociology.emory.edu/globalization/

Attachments:
KWL   

PowerPoint 

PowerPoint Questions   

The Industrial Revolution Graphic 

IR Questions 

Impact 

Impact Rubric   

Argumentative Graphic Organizer 

Persuasive Devices Handout   

9th Grade WV Writing Rubric