Unit 8: Economic and Social Advancements, 1750-1848

Class Calendar
Click Here for the Last Unit's "French Revolution" Calendar and Resources

Wednesday, February 6:
  • Main Idea: The beginnings of the Industrial Revolution in England and review of Napoleon
  • Review Activity: Napoleon and the Map of Napoleonic Europe. Map Quiz on Thursday, 2/7
  • Homework: Complete your Napoleon Poem for Friday, 2/8

Thursday, February 7:
  • Main Idea: Beginnings of the Industrial and Agricultural Revolutions
  • Quiz: Napoleon and Napoleonic Map of Europe.
  • Unit 8 - Economic Advances Overview Sheet.
  • In-class Read and Discuss HAPPY p. 91-92 Heilbroner, "The Making of an Economic Society: England First to Industrialize"
    • Why was England first to industrialize? What elements or factors are necessary for any society to industrialize? Which do you feel is most important?
  • Homework: Complete your Napoleon Poem for Friday, 2/8

Friday, February 8:
  • Main Idea: Beginnings of the Industrial and Agricultural Revolutions
  • Poems: Share Napoleon poems in small groups and turn in.
  • Discussion: Why was England the First to Industrialize? What is requisite for an industrial revolution?
  • Assigned: Jigsawed Reading Exercise (In Class):  Industrial and Agricultural Revolution Reading Guide.  Chapter 7.1-7.2 about the Industrial Revolution (Pages 246 - 253)

Monday, February 11: CCC Naviance worktime

Tuesday, February 12 and Wednesday, February 13:
  • Main Idea: Synthesis Essay
  • Work Time on the Essays
  • Homework: Complete the Jigsawed Reading Exercise (ch 7.1-ch 7.2) Do the innovations of the 1st Industrial Revolution contribute to “living the good life?” Explain why or why not.​

Thursday, February 14:
  • Main Idea:  Origins and inventions of the first industrial revolution.
  • Discuss the Reading Exercise (ch 7.1-ch 7.2) Do the innovations of the 1st Industrial Revolution contribute to “living the good life?” Explain why or why not.​
  • Assignment: Complete Chapter 7.3 and p.259; Parts A and B in  "The Social Impact of the Industrial Revolution Reading Guide" Due 2/20

Friday, February 15 - Monday, February 18: No School

Tuesday, February 19: 
Wednesday, February 20 - Thursday, February 21: 
  • Main Idea: Ch. 7.3 Social Impact of the Industrial Revolution. Capstone #7: What is a just society?  Capstone # 8: What is the role of government in economics?
  • Discuss Chapter 7.3 and p.259; Parts A and B in  "The Social Impact of the Industrial Revolution Reading Guide" AND contrast them with PARTS C-D 
    • ​C) Testimony for the Factory Act of 1833: Working Conditions in England. p. 82-83 (Sherman)
    • D) Samuel Smiles, "Self-Help: Middle Class Attitudes" p. 85-86


Friday, February 22 & Monday, February, 25: 
  • Main Idea: Synthesis Essay
  • First Draft Essay Due for Peer Review, Due Feb 22
  • Final Draft Due February 26


Tuesday, February 26 - Wednesday, February 27:
  • Main Idea: Ch 7.4 - New Ways of Thinking. Comparing and contrasting competing economic viewpoints. Identify the key characteristics of laissez-faire capitalism, socialism, and communism.
  • Warm up:  "The Haves and Have Nots" Political Cartoon/Illustration
  • Jigsaw: Students will be assigned a key economic theorist and will give short presentations about each, telling how each viewed the ideal economy. Adam Smith, Thomas Malthus, David Ricardo, Jeremy Bentham, John Stuart Mill, Robert Owen, Karl Marx and Friedrich Engels. 
  • Distinctions will be made between the economic ideologies of Capitalism, Socialism, and Communism.
  • Read and discuss: Marx, "The Communist Manifesto" p 133-134
  • Homework: Marx, "In the Mind of a Communist" Activity Sheet  Due, March 1
  • QUIZ: Chapter 7.1-7.4 (20 Points) on March 1


Thursday, February 28: Ch 8.1 (272 - 275)
  • Main Idea: Liberalism and Conservatism. Capstone questions 2, 6,  and 8 (citizen, justice and government)
  • Review: Industrialization Chapter 7.1-7.4
  • Begin creating a chart that compares the ideologies of conservatism, liberalism and nationalism.  Show how these ideologies played a role in the revolts in Serbia, Greece, Spain, Portugal, and Italy prior to 1820
  • Homework: Marx, "In the Mind of a Communist" Activity Sheet  Due March 1
 
Monday, March 4 - Tuesday, March 5:  
  • Main Idea: Political History - Revolutions in Europe
  • Task: Read Chapter 8.2 and Create a timeline of events moving through the revolutions. Noting the causes, events, and outcomes of the revolutions of 1830 and 1848 in Europe. (Be sure to include: Louis XVIII, Charles X, July Revolution, Louis-Philippe, Belgium 1830, Poland 1830, Causes of Revolution of 1848, February Days, June Days, Louis-Napoleon, 2nd Empire in the timeline)  Due 3/5

Wednesday, March 6: 
  • Warm up: Every time France sneezes, Europe catches a cold Quote.
  • Review Conservatism, Liberalism, and Nationalism
  • Complete: Map of European Revolutions and Latin American Revolts

Thursday, March 7 and Friday, March 8:
  • Read and discuss: p. 289 Ellis Simon Bolivar's "Address to the Congress of Venezuela"  
  • Assignment: Jig-Saw Ch. 8.3. Each student will get one of the following parts of the reading to report on in class on Monday, March 12.
    • ​1. Discontent Fans the Fire (Peninsulares, Creoles, Mestizos, Mulattoes, Enlightenment)
    • 2. Slaves win freedom for Haiti (Toussaint L'Ouverture)
    • 3. Mexico and Central America (Father Miguel Hidalgo, Father Jose Morelos, Augustin de Iturbide)
    • 4. Revolution Ignites South America (Simon Bolivar, Jose de San Martin)

Monday, March 11 - Tuesday, March 12: 
  • Main Idea: Introduction to Unit 9: Nationalism
  • Quiz Chapter 8: Ideologies and Revolutions (20 pts) 
  • Unit 9 - Nationalism - Imperialism - 2nd Industrial Rev Overview Sheet
  • Warm up: "Blood and Iron Quote" p. 330 and review the ideology of Nationalism
  • Read and Discuss: Ch10.1-10.2 (330-337) Notes: 1. Sequence events that shows how Prussia came to dominate and unite the German states in the late 19th century under Bismarck's leadership instead of Austria's. 2. Note ways that Bismarck increased the power of the Prussian state.
  • Read and Discuss:  The following jigsaw of primary sources:
    •  Compare and Contrast Heinrich von Trietschke "Alsace and Lorraine" p 790-791 Kagan (blue text)
    • Lord Acton "Dangers of Nationalism" p802 Kagan (blue text)
    • Read and discuss Friedrich Fabri, "Does Germany Need Colonies?" p.116 Sherman text.
​
Wednesday, March 13 - Tuesday, March 14: Italian unification
  • Warm up: Review the tactics used by Bismarck to unify Germany. Predict how Italy will be united during the same time period.
  • Read and take notes: Chapter 10.3 (338-342)  Create mini-bios for the main figures in the Italian Unification Movement (Mazzini, Cavour, Garibaldi, and Victor Emmanuel I). What obstacles did Italy face? How did they overcome those obstacles to unification? (and beyond)?
  • Jig-Saw Primary Source Readings: Read and analyze various primary source documents for the Italian Unification movement.  Sources from key individuals involved in the movement including Mazzini, Cavour, and Garibaldi. Connect to the mini-biographies
  • Persuasive Writing: Write a letter or poem from the historic figures point of view describing why they were most influential in the Italian Unification movement. Character traits? Capstone question?  Due Friday, March 22


TO BE DETERMINED: 



Wednesday, March 21 - Thursday, March 22:
  • Main Idea: The second industrial revolution
  • Notes changes in the 2nd Industrial Revolution - Chapter 
    • Mini-Reports on artists, writers, reformers and scientist
  • Read and Discuss: Emmeline Pankhurst, "Why we are Militant?" p. 136-137 (Sherman)

Friday, March 23:
  • Quiz Nationalism Germany and Italy

March 24 - April 1: Spring Break

Monday: April 2 - Wednesday, April 4th: Unit 9
  • Identify the causes and events associated with Imperialism
  • Read Chapter 12.1-12.2 (Ellis-World History)
  • Notes: British India and China
  • ​Explore the causes and effects of Imperialism through primary source quotes. With each set of quotes: Identify the author, summarize the key points of the quote, and categorize the quote as directed by the instructions.  We will use a fish-bowl set up...with the outside circle moving one spot to the right after every two sources.  Causes of Imperialism Quotes / Effects of Imperialism Viewpoints / Activity Causes and Effects of Imperialism Sheet
  • Wednesday: DBQ-Essay on Imperialism.

x
Unit Resources

KEY NOTES:
HAND OUTS:
READINGS:
  • Kagan, Western Heritage: Ch 16 Industrialization in England (p. 528-545); Ch 20 Romanticism (p. 689-701); Ch 21 Conservatism (p. 708-731); Ch 22: Economic Advance and Social Unrest (p. 744-775): Ch 24: Building of European Supremacy (p. 816-842)
  • "Great Expectations" Hand out.
  • Ch 22 Robert L. Heilbroner, “The Making of Economic Society: England the First to Industrialize.” P. 91-92. Sherman
  • "Testimony for the Factory Act of 1833: Working Conditions in England." p. 82-83 Sherman
  • Friedrich Engels, "The Condition of the Working Class in England." p. 82-83 Sherman.
  • Ch 22 Samuel Smiles, “Self-Help: Middle-Class Attitudes.” P. 85-86 Sherman
  • “Ricardo Enunciates the Iron Law of Wages.” P. 759 Kagan
  • Ch 25 Karl Marx and Friedrich Engels, “The Communist Manifesto.” P. 133-134. Sherman
  • Ch 23 “The First Chartist Petition: Demands for Change in England.” P. 102-103. Sherman
  • Visuals (Maps 22.1-22.3) “Industrialization and Demographic Change.” P 90-91;

LINKS: External Resources

KEY TERMS:
Agricultural Revolution, Consumption Revolution, Enclosure Movement, Jethro Tull, Charles Townsend, James Watt, George Stephenson, Railways, Factory Act of 1833, Laissez-Faire,Thomas Malthus, David Ricardo, Jeremy Bentham Practical Socialists, Utopian Socialists, Louis Blanc, Saint-Simon, Robert Owen, Charles Fourier,  Communism, Karl Marx, Friedrich Engels, Bourgeoisie, Proletariat, 

ESSENTIAL QUESTIONS:
1. Identify the factors that made Britain more suitable than elsewhere in Europe for the first Industrial Revolution.
2.What role did the revolutions in agriculture and commerce influence the first Industrial Revolution? Why did some resist the innovations associated with the agricultural revolution?
3.What inventions were particularly important in the development of industrialism? List some of the inventors and their achievements.
4.How did the Industrial Revolution change the way families lived and worked? How did the role and rights of women change in the new industrial era? Did their standard of living improve or diminish as a result of Industrialization?
5.What were the goals of the working class in the new industrial society, and how did they differ from middle-class goals? How did the middle-class view work and money?
6.How would you define socialism? What were the chief ideas of early socialists? How did the ideas of Karl Marx differ from those of earlier writers?
7.What are the main similarities and differences between capitalism, socialism and communism? What is the influence of each?

PROJECTS / SKILLS / DEBATE / DISCUSSION:

CURRENT UNITS: INDUSTRIAL REVOLUTION AND EARLY 19TH CENTURY



Unit 8: Economic and Social Advancements, 1750 - 1848 AD.
Class Calendar
Click Here for the Last Unit's "French Revolution" Calendar and Resources

Tuesday, February 27:
  • In-class Read and Discuss HAPPY p. 91-92 Heilbroner, "The Making of an Economic Society: England First to Industrialize"
  • - Why was England first to industrialize? What elements or factors are necessary for any society to industrialize? Which do you feel is most important?
  • Homework:  Chapter 7.1-7.2 about the Industrial Revolution (Pages 246 - 253) AND - Be able to define the key terms and answer the checkpoint questions
    - What innovations led to an agricultural revolution? How was the agricultural revolution connected to the industrial revolution?  
    - What inventions characterized the industrial revolution? Who were some of the influential inventors?

Wednesday, February 28:
  • Main Idea: Ch. 7.1 - Ch 7.2 Foundations for the Industrial Revolution. Why was England first to industrialize? What role did the Agricultural Revolution play in the Industrial Revolution?
  • Discuss assigned readings about the Agricultural Revolution from Ch 7.1-7.2.  How was the Industrial revolution a one chain reaction?

Thursday, March 1 - Friday, March 2:  
  • Main Idea: Ch. 7.3 Social Impact of the Industrial Revolution. Capstone #7: What is a just society?  Capstone # 8: What is the role of government in economics?
  • Readings: Take notes for each. Pay close attention to the role of government and prevailing beliefs about progress. 
    • Chapter 7.3 (p. 254-259)
    • B) Friedrich Engels, "The Condition of the Working Class in England" (page 259 - World History Textbook)​
    • C) Testimony for the Factory Act of 1833: Working Conditions in England. p. 82-83 (Sherman)
    • D) Samuel Smiles, "Self-Help: Middle Class Attitudes" p. 85-86
    • Ticket to Exit?

Monday, March 5 - Tuesday, March 6:
  • Main Idea: Ch 7.4 - New Ways of Thinking. Comparing and contrasting competing economic viewpoints. Identify the key characteristics of laissez-faire capitalism, socialism, and communism.
  • Warm up:  "The Haves and Have Nots" Political Cartoon/Illustration
  • Jigsaw: Students will be assigned a key economic theorist and will give short presentations about each, telling how each viewed the ideal economy. Adam Smith, Thomas Malthus, David Ricardo, Jeremy Bentham, John Stuart Mill, Robert Owen, Karl Marx and Friedrich Engels. 
  • Distinctions will be made between the economic ideologies of Capitalism, Socialism, and Communism.
  • Read and discuss: Marx, "The Communist Manifesto" p 133-134
  • Homework: Marx, "In the Mind of a Communist" Activity Sheet  Due March 9.

Wednesday, March 7: Ch 8.1 (272 - 275)
  • Main Idea: Liberalism and Conservatism. Capstone questions 2, 6,  and 8 (citizen, justice and government)
  • Create a chart that compares the ideologies of conservatism, liberalism and nationalism.  Show how these ideologies played a role in the revolts in Serbia, Greece, Spain, Portugal, and Italy prior to 1820.
  • Homework: Marx, "In the Mind of a Communist" Activity Sheet  Due March 9
 
Thursday, March 8: Ch 8.2  
  • Create a timeline of events moving through the revolutions. Noting the causes, events, and outcomes of the revolutions of 1830 and 1848 in Europe. (Be sure to include: Louis XVIII, Charles X, July Revolution, Louis-Philippe, Belgium 1830, Poland 1830, Causes of Revolution of 1848, February Days, June Days, Louis-Napoleon, 2nd Empire in the timeline)

Friday, March 9: Ch 8.2 - Ch 8.3.  Mind of Communist Due!
  • Warm up: Every time France sneezes, Europe catches a cold Quote.
  • Discuss Assigned Reading and the timeline of events. 
  • Read and discuss: p. 289 Ellis Simon Bolivar's "Address to the Congress of Venezuela"  
  • Assignment: Jig-Saw Ch. 8.3. Each student will get one of the following parts of the reading to report on in class on Monday, March 12.
    • ​1. Discontent Fans the Fire (Peninsulares, Creoles, Mestizos, Mulattoes, Enlightenment)
    • 2. Slaves win freedom for Haiti (Toussaint L'Ouverture)
    • 3. Mexico and Central America (Father Miguel Hidalgo, Father Jose Morelos, Augustin de Iturbide)
    • 4. Revolution Ignites South America (Simon Bolivar, Jose de San Martin)

Monday, March 12:
  • Main Idea: 8.3 Liberalism and Nationalism in Latin America
  • Jigsaw from Friday's Assignment: Report on each other's part in small groups.  
  • Unit 7 and 8 Reviews  (Some French Revolution in assessment)
  • Test 7 and 8 -Wednesday, March 14

Tuesday, March 13: 
  • Main Idea: Introduce Nationalism in Europe
  • Review for the Test on Units 7-8

Wednesday, March 14: TEST
​
Thursday, March 15 - Friday, March 16: Unit 9 Introduction
  • Main Idea: Chp 10.1 - 10.2 Introduction to Prussian nationalism and the unification of Germany.
  • Unit 9 - Nationalism - Imperialism - 2nd Industrial Rev Overview Sheet
  • Warm up: "Blood and Iron Quote" p. 330 and review the ideology of Nationalism
  • Read and Discuss: Ch10.1-10.2 (330-337) Notes: 1. Sequence events that shows how Prussia came to dominate and unite the German states in the late 19th century under Bismarck's leadership instead of Austria's. 2. Note ways that Bismarck increased the power of the Prussian state.
  • Read and Discuss:  The following jigsaw of primary sources:
    •  Compare and Contrast Heinrich von Trietschke "Alsace and Lorraine" p 790-791 Kagan (blue text)
    • Lord Acton "Dangers of Nationalism" p802 Kagan (blue text)
    • Read and discuss Friedrich Fabri, "Does Germany Need Colonies?" p.116 Sherman text.

Monday, March 19 - Tuesday, March 20: Italian unification
  • Warm up: Review the tactics used by Bismarck to unify Germany. Predict how Italy will be united during the same time period.
  • Read and take notes: Chapter 10.3 (338-342)  Create mini-bios for the main figures in the Italian Unification Movement (Mazzini, Cavour, Garibaldi, and Victor Emmanuel I). What obstacles did Italy face? How did they overcome those obstacles to unification? (and beyond)?
  • Jig-Saw Primary Source Readings: Read and analyze various primary source documents for the Italian Unification movement.  Sources from key individuals involved in the movement including Mazzini, Cavour, and Garibaldi. Connect to the mini-biographies
  • Persuasive Writing: Write a letter or poem from the historic figures point of view describing why they were most influential in the Italian Unification movement. Character traits? Capstone question?  Due Friday, March 23

Wednesday, March 21 - Thursday, March 22:
  • Main Idea: The second industrial revolution
  • Notes changes in the 2nd Industrial Revolution - Chapter 
    • Mini-Reports on artists, writers, reformers and scientist
  • Read and Discuss: Emmeline Pankhurst, "Why we are Militant?" p. 136-137 (Sherman)

Friday, March 23:
  • Quiz Nationalism Germany and Italy

March 24 - April 1: Spring Break

Monday: April 2 - Wednesday, April 4th: Unit 9
  • Identify the causes and events associated with Imperialism
  • Read Chapter 12.1-12.2 (Ellis-World History)
  • Notes: British India and China
  • ​Explore the causes and effects of Imperialism through primary source quotes. With each set of quotes: Identify the author, summarize the key points of the quote, and categorize the quote as directed by the instructions.  We will use a fish-bowl set up...with the outside circle moving one spot to the right after every two sources.  Causes of Imperialism Quotes / Effects of Imperialism Viewpoints / Activity Causes and Effects of Imperialism Sheet
  • Wednesday: DBQ-Essay on Imperialism.

x
Unit Resources

KEY NOTES:
HAND OUTS:
READINGS:
  • Kagan, Western Heritage: Ch 16 Industrialization in England (p. 528-545); Ch 20 Romanticism (p. 689-701); Ch 21 Conservatism (p. 708-731); Ch 22: Economic Advance and Social Unrest (p. 744-775): Ch 24: Building of European Supremacy (p. 816-842)
  • "Great Expectations" Hand out.
  • Ch 22 Robert L. Heilbroner, “The Making of Economic Society: England the First to Industrialize.” P. 91-92. Sherman
  • "Testimony for the Factory Act of 1833: Working Conditions in England." p. 82-83 Sherman
  • Friedrich Engels, "The Condition of the Working Class in England." p. 82-83 Sherman.
  • Ch 22 Samuel Smiles, “Self-Help: Middle-Class Attitudes.” P. 85-86 Sherman
  • “Ricardo Enunciates the Iron Law of Wages.” P. 759 Kagan
  • Ch 25 Karl Marx and Friedrich Engels, “The Communist Manifesto.” P. 133-134. Sherman
  • Ch 23 “The First Chartist Petition: Demands for Change in England.” P. 102-103. Sherman
  • Visuals (Maps 22.1-22.3) “Industrialization and Demographic Change.” P 90-91;

LINKS: External Resources

KEY TERMS:
Agricultural Revolution, Consumption Revolution, Enclosure Movement, Jethro Tull, Charles Townsend, James Watt, George Stephenson, Railways, Factory Act of 1833, Laissez-Faire,Thomas Malthus, David Ricardo, Jeremy Bentham Practical Socialists, Utopian Socialists, Louis Blanc, Saint-Simon, Robert Owen, Charles Fourier,  Communism, Karl Marx, Friedrich Engels, Bourgeoisie, Proletariat, 

ESSENTIAL QUESTIONS:
1. Identify the factors that made Britain more suitable than elsewhere in Europe for the first Industrial Revolution.
2.What role did the revolutions in agriculture and commerce influence the first Industrial Revolution? Why did some resist the innovations associated with the agricultural revolution?
3.What inventions were particularly important in the development of industrialism? List some of the inventors and their achievements.
4.How did the Industrial Revolution change the way families lived and worked? How did the role and rights of women change in the new industrial era? Did their standard of living improve or diminish as a result of Industrialization?
5.What were the goals of the working class in the new industrial society, and how did they differ from middle-class goals? How did the middle-class view work and money?
6.How would you define socialism? What were the chief ideas of early socialists? How did the ideas of Karl Marx differ from those of earlier writers?
7.What are the main similarities and differences between capitalism, socialism and communism? What is the influence of each?

PROJECTS / SKILLS / DEBATE / DISCUSSION: