Chapter Nine: Industrial Revolution

Terms The following terms have been extracted from your textbook reading assignments. Using your textbook, identify each of the following terms in your notebook.

enclosure crop rotation factors of production entrepreneur urbanization middle class corporation laissez faire capitalism utilitarianism socialism communism union collective bargaining strike

Identifications The following identifications have been extracted from your textbook reading assignments. Using your textbook, identify each of the following people, places, and other items in your notebook.

Adam Smith Karl Marx Thomas Malthus David Ricardo Jane Addams Luddites Inventors Textile Transportation Water transportation Road transportation Railway

Connections Across Time & Place

Pollution Task: The student will examine the unresolved world problem of pollution of the onset during the Industrial Age to today. Materials Needed: Independent research on the problem of environmental pollution during the Industrial Revolution and today.  Directions: Create a chart to be completed during a class discussion. Discuss the issue, consider questions such as the following: Is pollution better or worse now? What new pollution dangers exist now that did not exist in the 1800s? As you discuss, fill in information on a chart like the example provided.   Pollution: Then & Now Then Now Coal smoke Car exhaust Dyes & sewage in water Chemicals in water

Connections Across Time & Cultures

Enlightenment Ideals in an Industrial Age Task: Enlightenment thinking produced long-term effects that profoundly shaped Western civilization. The student will discover how Enlightenment ideals affected the economic thinking of the Industrial Age. Materials Needed: None  Directions: Answer the following questions to discover how Enlightenment ideals affected the economic thinking of the Industrial Age. Enlightenment thinkers believed that natural laws were just and reasonable. Just as there were natural laws of motion, so were there natural laws of politics, government, and economics. How did Adam Smith and other philosophers of industrialization view natural laws? Enlightenment philosophers believed in the importance of the individual in society. Government was created by individuals to promote their welfare and self-interest. How are these ideals reflected in the philosophy of Adam Smith? An important concept of the Enlightenment was that society would progress. How did the economic philosophers view progress? Enlightenment philosophers and reformers criticized the great inequalities that existed in society and believed that through reason, a better society was possible. They called for social equality, abolition of slavery, prison reform, and improvements ion education. What changes did reformers advocate to correct the faults of an industrialized society? The ideas of Enlightenment philosophers John Locke and Jean-Jacques Rousseau laid the foundations for modern Western democratic governments. What reforms expanded democracy in newly industrialized societies?

Primary Source

from The Wealth of Nations Background: The Scottish philosopher and economist Adam Smith (1723-1790) defended the idea of a free-market economy, or the production and exchange of goods and services without interference from the government, and laid the foundation for modern capitalism.  Materials Needed: None  Directions: Read the excerpt from The Wealth of Nations then answer the following questions.  What type of manufacturing business did Smith use to illustrate the effects of the division of labor? What did Smith think were the advantages of the division of labor? Based on your reading of this excerpt, do you think Adam Smith supported industrialization? Why or why not?

 

Living History

Advertisement Task: Create an advertising campaign for British manufactured goods. Directions: Create a British poster advertising manufactured goods in overseas, less-developed, markets. Make sure the poster includes the following: Color Visual Text   Keep in the mind the following questions to better complete this task. What are your products? Who is the product for? Keep in mind the price and purpose Who is your audience? Can your audience read English? If no, how will you sell your products to them?

Notes

The following notes cover material for this unit.

Notes: Industrialization

Notes: Case Study

Notes: Spread of Industry

Notes: Age of Reform

Chapter Ten: Age of Democracy

Terms The following terms have been extracted from your textbook reading assignments. Using your textbook, identify each of the following terms in your notebook.

suffrage anti-Semitism Zionism dominion penal colony home rule manifest destiny secede segregation assembly line mass culture theory of evolution

Identifications The following identifications have been extracted from your textbook reading assignments. Using your textbook, identify each of the following people, places, and other items in your notebook.

Chartist movement Maori Aborigine IRA Lincoln Charles Darwin

Connections Across the Curriculum

Mathematics Task: The student will translate information from three sources to one new source of information.   Materials Needed: Textbook, page 280; graph paper Directions: Different types of graphs have different uses. A pie chart reveals changes in portions of a whole. The pie charts on page 280 clearly show which groups increased over time and by how much. Translate the information in the three pie charts into a single line graph that shows the growth of the total voting population in England--from the 7% of 1832, to the 28% of 1867, 1884, to the 74% of 1918.  Please note: A line graph is particularly good for showing the direction of trends (up or down) over time.

Visual Summary

Britain's Family Tree Task: Students will show the relationship between Great Britain and her colonies in a political cartoon. Materials Needed: Research on Britain's colonies; textbook Directions: Often the relationship between the "Mother" country and her "Children" or colonies, can be difficult. Draw a political cartoon to express the relationship between Great Britain and its four colonies--Canada, New Zealand, Australia, and Ireland. Use your reading and research to assist you.

Perspectives

Manifest Destiny Task: The student will represent the idea of manifest destiny using an annotated map. Materials Needed: Traced map of the United States, research Directions: Create a map of the United States showing the annexation of territories (include dates and descriptions) that completed the current United States of America. Include on this map geographic features to help with the visualization.

Interact with History

Progress Directions: During this time period, many inventions improved the lifestyle and standard of living of individuals. Write a paragraph explaining which you think was the most significant. State the reasons for your choice. Consider the following... Which affected the most people? Which changed daily life the most? Which changed industry the most? Which produced the greatest benefit with the fewest drawbacks?

Notes

The following notes cover material for this unit.

Notes: Reform & Activism

Notes: British Colonies

Notes: US Expansion

Notes: 19th Century Progress

Chapter Eleven: Age of Imperialism

Terms The following terms have been extracted from your textbook reading assignments. Using your textbook, identify each of the following terms in your notebook.

Imperialism racism Social Darwinism paternalism assimilation geopolitics Raj annexation

Identifications The following identifications have been extracted from your textbook reading assignments. Using your textbook, identify each of the following people, places, and other items in your notebook.

Boer Berlin Conference 1884-5 Great Trek Menelik II Crimean War sepoy Ram Mohum Roy King Mongkut Emilio Aguinaldo Queen Liliuokalni

Colonialism

Scramble for Africa Task: The students will be introduced to the European "scramble for Africa" as they claim possession of classroom furniture and attempt to reconfigure the classroom.  Purpose: Students will be able to compare their race to the competition between European countries to control African territory. Materials Needed: Student Handout; index cards; tape Directions: Each group will create a name for their country and create a simple flag to represent the group. The flag will be drawn on several index cards. Each group will then create a map showing how their group would like to reconfigure the classroom. Groups will then place their flag on any piece of furniture in the classroom that they want to "claim" as theirs in the new arrangement. Each group will be given a handout with specific directions. Each group needs to follow the directions precisely as written. Discussion Questions: Respond to the following prompt. The scramble for Africa territory among European powers was like...

Colonialism

Quest for Empire Task: Students will examine the motives behind the goal of European territorial expansion around the globe.  Purpose: To better understand the motives behind the European rush to create colonial empires at the end of the nineteenth century. Students are introduced to five different types of motives for empire building--political, economic, exploratory, religious, and ideological.  Materials Needed: Placards of African artifacts, matrix Directions: Students will be placed in pair groups. Each student will recreate the matrix provided in his/her notebook the day before this activity. The matrix will be completed during the activity. Each pair will be given a placard and describe what they see, draw their symbol for each motive, and write a brief explanation of why they chose the motive(s) they did. This process will be repeated for several other placards. Students will then view of map of colonial empires to connect the motives to the actual empires of 1914.   Student Response: Make a spectrum on the left side of your notebook that ranges from "Most Praiseworthy Motive" to "Least Praiseworthy Motive." Work with a small group to discuss to what extent each of the five motives was praiseworthy. Afterward, record your responses (which may differ from your group members) on your spectrum with a one-sentence justification for each placement.

Primary Source

from In Favor of Imperialism Speech by Albert Beveridge While running for the Senate in 1898, Indiana's Albert Beveridge gave a campaign speech in which he explained why the United States should keep the Philippines. Directions: Read the excerpt from his speech, consider his arguments in favor of U.S. imperialism before answering the questions. Whose hand did Beveridge see in America's destiny? According to Beveridge, what would Hawaii, Puerto Rico, the Philippines, and Cuba gain from their association with the United States? Which arguments for the expansion of the American empire do you find most persuasive? Why?

 

Notes

The following notes cover material for this unit.

Notes: Imperialism

Notes: Case Study

Notes: Muslim Lands

Notes: India

Notes: Southeast Asia

Chapter Twelve: Transformations Around the Globe

Terms The following terms have been extracted from your textbook reading assignments. Using your textbook, identify each of the following terms in your notebook.

caudillo

Identifications The following identifications have been extracted from your textbook reading assignments. Using your textbook, identify each of the following people, places, and other items in your notebook.

Monroe Doctrine José Martí Roosevelt Corollary Antonio López de Santa Anna Benito Juarez Porfirio Díaz Francisco Madero Francisco "Pancho" Villa Emiliano Zapata

Skillbuilder

Identifying Problems Identifying the problems faced by a particular group of people during a certain time can help you understand historical events. When reading historical accounts, you will find that some problems are stated directly while other problems are implied by the actions took.  Directions: Read the passage on Mexicans and Texans. Then identify the problems that led to war between them.  After independence, Mexico faced many kinds of problems. Give an example of each type of problem that Mexico faced. Then indicate if the problem was stated directly in the passage or implied. Cultural:  Military:  Political: Economic:  In 1834, Mexico repealed its ban on immigration to Texas. What problems resulted from this decision? Stephen Austin wanted self-government for Texas. What problems might Texans have faced as citizens of Mexico?

Historymakers

Porfirio Díaz "Pan o palo" Directions: Read the passage Porfirio Díaz: Dictator Bringing Development. Answer the following questions before creating a campaign poster for his re-election. Questions Díaz maintained power with policies that prevented powerful groups from objecting to his rule. Proved two examples to support this statement. Do you think Díaz was a good or bad ruler? Explain your answer. Why did Díaz fall from power so quickly?   Campaign Poster: Re-elect Porfirio Díaz... or not. Based on your response to Question #2, create a campaign poster in support of Díaz or in opposition of him. The poster should include the following: Color Picture of Díaz Slogan Vital information in support/opposition of Díaz Other pertinent information to sway your audience Name of the Group behind the campaign poster

Notes

The following notes cover material for this unit.

Notes: US Economic Imperialism

Notes: Mexican Revolution