industrial+revolution

Plans 2013-2014


 * || DATE ||  || Schedule || Day/Topic || Green(5) ||   || Red (6) ||
 * || 8/28 weds ||  || 123645 || Day Zero || intros, syllabus, etc. ||   || intros, syllabus, etc. ||
 * || 8/29 thurs ||  || 612534 || Day 1 || Why England ||   || Why England ||
 * || 9/3 tues ||  || 56123 || Day 2 || Hook and pre-bucket ||   || Hook and Pre-bucket ||
 * || 9/4 weds. ||  || 45612 || Day 3 || Demo Lesson ||   || Demo Lesson ||
 * || 9/9 monday ||  || 34561 || Day 4 || document analysis ||   || Document Analysis ||
 * || 9/10 Tuesday ||  || 23456 || Day 5 || outline ||   || outline ||
 * || 9/11 Weds ||  || 12345 || Day 6 || DBQ ||   ||   ||
 * || 9/12 thurs ||  || 61234 || Day 7 || no class ||   || Syria ||
 * || 9/13 Friday ||  || 56123 || Day 8 || Syria (outline due) ||   || Syria (outlines due) ||
 * || 9/16 Monday ||  || 45612 || Day 9 || Syria ||   || Syria ||
 * || 9/17 Tuesday ||  || 34561 || Day 10 || Socratic ||   || Socratic

Lunch Block : ||
 * || 9/18 Weds ||  || 23456 || Day 11 || Editorial /spread and consequences ||   || Editoriral ||
 * || 9/19 Thurs ||  || 12345 || Day 12 || define revolution ||   || editorial ||
 * || 9/20 Friday ||  || 61234 ||   || no class ||   || spread and consequences ||

Next year -- more context about IR before starting DBQ -- make an activity where they are jigsawing by section or Land Labor Capital.

Day One

EQ: Why did the Industrial Revolution begin in England ?

0. begin with a review of participation rubric - share thesis statements

1. Hook: Why Sharon? in small groups Why is Sharon the "best small town in America" - make a list of the things that make it the best. Then from there consider why Sharon has those things -- how did the town get them???? - What factors contribute to this label and why does the town of Sharon have them? What sort of advantages come with living in a place like Sharon? Disadvantages? What would other town have to do to be "more like" Sharon?

2Switch to IR -- 2. Why did the industrial revolution start in England. Just like Sharon has certain factors that contributed to its being ranked the best -- England had certain factors that allowed it to Industrialize first. And being "first" like "being best" has advantages.

3. Read through background essay




 * highlight main idea of each paragraph -- no more than one sentence.

Create a 50-80 summary of the background essay that establishes time, place, story.

Begin in class -- finish for homework.

be sure not to let the Sharon conversation run too long -- class is shorter on the second day. wish I had had 5 more minutes. paragraph ends up being strictly hmwk.

Day Two : DBQ Why England? Using DBQ Project Strategies

0. Odds and ends - collect paragraphs - demo lessons

1. Evaluate the Question Why did the Industrial Revolution Begin in England? What is the question asking you to do? Identify and Define terms that need clarification / definition Re-write the question in your own words

2. Pre-bucketing Using the clues from the the question and your knowledge from the background essay, think of logical analytical categories and label the buckets.

3. Evaluate documents using document analysis sheets. Do one as a whole class to model thinking.....

Use document G and Document Analysis sheet



Day Three : Demo Lesson

Days Four Demo debrief, Books, Whole class document analysis

__**Day Four**__ 1. Debrief Demo Lesson 2. Books - Homework (9.1 -will shed some more light on the ? Why England 3. Group Document Analysis Day Four - 6 documents life to analyze. Put students in groups of 4 (2 groups of 5 for red, one for green)

• Explain protocol. Each student in group of 3 will be responsible for leading the discussion for 1 of the documents. When you are the document discussion leader you ask one person to share their facts, inferences / ideas and then invite the others to build on or add to those ideas. As the leader your participation in the discussion should be minimal. Rather, you should be leading the others in your group to support their ideas with evidence, and to thoroughly examine the document so that all evidence is analyzed with regard to the question. You should also be making sure that all members of the group are contributing and listening to one another. -- Model with Document A.

Document, B, C, D, E. F (groups with 4 the person whose birthday is closest to today gets to lead Document F! Happy Birthday.

• You should all mark up your analysis sheets to reflect any new understandings that you gain from the discussion.

__**Day Five**__ -- Outline

Now that we have had a chance to discuss and analyze all of the documents we are going to begin the process of using the evidence from the documents and your textbook reading to develop a 5 paragraph essay.

1. Bucketing - based on what you have read - what 3 buckets would you settle on? And which documents would you put in those buckets???

2. Chicken foot -- develops a clear thesis and structure but does not provide supporting details. That is why we do the outline!

3. Google doc of outline template. [|outline template]

Day Six - essay

(homework chapter in review of other sections on IR and background essay from source book. )

Days 7 & 8 & 9 - Syria

Day 7 one class got hijacked by the pictures.

EQ: HOW SHOULD THE US RESPOND TO THE CONFLICT IN SYRIA?

1. Background and context (10 minutes) create an acrostic

2. 4 options -- 6 students for each option -- or in period 5.

Have students read through their option. Highlight: (10 minutes)

• US top concerns • goal of option • expected impact of military actions • role of Int's community • historical lessons.

Meet in group by option -- fill out grid and also come up with a 6 word story and three #s that summarize your argument.

Jigsaw by letter and share your options outlook.

Day 8

Period 6 red needs to jigsaw and watch obama speech period 5 watch obama speech -- read editorial maybe do something with quotes.

Day 9 socratic -


 * Option 1 || Option 2 || Option 3 || Option 4 ||
 * emma || wesley || tyler || david ||
 * emily || sarah || emilia || spencer ||
 * zoe || abby || jon || isabel ||
 * stephen || zack || min || eric ||
 * dan || duhvid || dmitri || tess ||
 * jack || david || alison || dan ||
 * ||  || josh || tien ||


 * option one || option 2 || optoin 3 || 4 ||
 * adam || zack || jen || amy ||
 * brian x || maya || vindya || rachel ||
 * emma || elizabeth || pooja || amanda ||
 * brenna || julia || sam || david ||
 * sarah || matt || olivia || ben ||
 * sailesh || jordan || hope || jessy ||
 * || brian c. ||  ||   ||

Day 10 - Back to Industrial Revolution

Period 5 - Lunch Block - complete discussion of NYT article

Period 6 - SYria editorial 9.3

After lunch:

EQ: How and why did the IR spread? 1. Section 9.3 Chapter in brief -

collaboration talk -- Mom talk about pairs. • In pairs -- Read to big O. One person reads the other summarizes. Alternate by paragraph. When you are done 3 most important changes in society as a result of the IR • forget about big O -- use map instead. WORLD HISTORY - try to keep a global perspective as much as possible. • Switch to map if you are an odd # do 1 and 3 -- if you are even do 2 and 4. ( just have them answer all (1-5) with their partners -- don't worry so much about #3) ) • Do 5 as a class. • 1-2 do China, 3-4 Japan, 5-6 Latin America 7-8 Ottoman Empire 9-10 Mughal Empire 11-12 African Empires Lucky 13 - choose a location.

trip around the world is worth doing -- they need a little context. good for touching base for about how and why industrialization matters -- and where and why it is happening.



NEED TO FINISH THIS UP WITH PERIOD 6

Day Eleven EQ: What is a Revolution?

We have established what it means to be industrial -- but how about revolution? What IS a revolution?

1. Create a definition of revolution. 2. Share in small groups 3.. Edit definition to include insights from sharing

Generate definitions of revolution. First individually and then in small groups. Put definitions up and peer edit. Look at quotes about revolutions. Do they fit within the definitions we have constructed? What additional characteristics do the quotes reveal?

aspects reading at the end falls a little flat. Maybe go back to V for Vendetta. and break out groups with quotes like did in DI class.

Agenda:

1. Activator: Define Revolution

2. Clips from V for Vendetta

First clip: :43 - 2:12

Second Clip: 10:20-12:21

Third Clip: 18:22 -21:54

Fourth Clip: 139:36-1:44:20

3. Rework revolution definitions. Based on these clips, fine tune your definition of Revolution. What light did they shed on the forces that cause, shape and react to revolutions? - Share out and discuss

4.Revolution Quotes

Items below this line are from 2012-2013 School year. Feel free to click on anything that interests you..... __ Day One September 2012 __ __Essential Questions:__ __What is a revolution?__ __What social, political and economic forces create revolutions?__ __ Goal: Define revolution and create a working definition of its characteristics, causes, and consequences __ __ Agenda: __ __ 1. Activator: Define Revolution __ __ 2. Clips from V for Vendetta __ __ First clip: :43 - 2:12 __ __ Second Clip: 10:20-12:21 __ __ Third Clip: 18:22 -21:54 __ __ Fourth Clip: 139:36-1:44:20 __ __ 3. Rework revolution definitions. Based on these clips, fine tune your definition of Revolution. What light did they shed on the forces that cause, shape and react to revolutions? - Share out and discuss __ __ 4.Revolution Quotes __ __ 5. wrap-up __

__ Day Two September 2012 __ __ Essential Question: Why did the Industrial Revolution begin in England? __ __ Goals: __ __ 1. Analyze primary documents to answer the essential question. __ __ Agenda: __ __ 0. collect summary paragraphs __ __ 1. station work __ __ 2. Discussion of documents __ __ 3. Summarizer: one word (based on what you saw in the documents and read in the text) that captures why England was rich in agriculture and commerce. __



__ Day Three September 2012 __ __ Essential Question: __ __ How can I write an effective and original thesis statement? __

__Goals:__ __ 1. Use evidence from textbook and primary sources to develop a three point thesis statement __ __ Agenda: __ __ 1. document discussion __ __ 2. thesis writing strategy __ __ 3. thesis writing (each student to write a thesis in response to question below) __ __ "Only a nation already rich in agriculture and commerce could give birth to the Industrial Revolution" __ __ Develop a three point thesis statement that argues why England was this nation. __

__ Day Four Septemeber 2012 __ __ Essential Question: __ __ 1. How can I write an effective and original thesis statement? __ __ 2. How can I write an organized, analytical and detailed 5 paragraph essay __ __ 3. How and why did the Industrial Revolution spread? __ __ Goals __ __ 1. Evaluate and discuss 3 point thesis statements __

__ 2. Discuss and take notes on 5 paragraph essay format using essay rubric as a model __

__ Agenda: __ __ 1. Spread of Industrial Revolution __ __ 2. Evaluate and discuss student generated 3 point thesis statements __

__ 3. Discuss and take notes on 5 paragraph essay strategies using rubric as a model. __

__ DAY FIVE - September 2012 __ __ In class essay __

__ DAY SIX - September 2012 __ __ Essential Question: How can primary source documents be analyzed as evidence? __ __ Goals: Analyze conflicting primary sources to understand bias, motive and historical context __ __ primary source strategies __ __ Agenda: __ __ 1. primary source strategies __ __ 2. analyze 2 Leeds documents __ __ 3. Leeds Documents __ __ 4. Summarizer: How can we reconcile conflicting primary sources? __

__ DAY SEVEN- September 2012 __ __ Essential Questions: __ __ 1.How do we analyze and reconcile conflicting primary sources __ __ 2. How do I effectively participate in and contribute to class discussions and socratic seminars __ __ 3.Overall, do the positive effects of the Industrial Revolution out weigh the negative __

__ Goals/ Agenda: __ __ 1. Discuss Socratic Seminar Rubric __ __ 2. Compare and analyze Leeds Documents in a class discussion format __ __ 3.Discuss essential ? #3 __

Items below this line are 2011 materials

__Unit Study Guide - this is the 2011 study guide...__


 * Classwork from Friday 10/21/11**__

Read letter from Leeds Woolen Workers at the link below. [|Leeds Woolen Workers]

Print and complete the top portion of the worksheet at the link below and, which pertains to this document. We will read the merchant letter and complete the rest of the worksheet in class on Monday.

APEH DBQ: [|dbq workers] Reform legislation for working conditons [|Reform Legislation]

EUROPEAN SELF-IMAGE
 By the mid-19th century, Europe had undergone major changes that affected their beliefs about themselves. In his book __A Generation of Materialism, 1871-1900__ (New York: Harper & Brothers, 1941), Carlton J. H. Hayes listed the following major developments in Europe:

Carrington went on to say that these changes led to the "resurgence of economic nationalism and national imperialism." They initiated a period of intense national competition that culminated in two world wars in the 20th century. That competition, coming at the end of the 19th century, provided a direct challenge to the balance-of-power system created in 1815 to keep the peace in Europe after the Napoleonic Wars.
 * the French Revolution introduced the idea of the nation-state as an organizing concept for politics, and the Napoleonic Wars showed the strength of the nation-state
 * the rise of Liberalism supported a belief in progress and change
 * the Industrial Revolution changed how people worked and acquired goods, the number of goods in circulation, and economic relationship between industrialized and non-industrialized regions of the world
 * art and religion adapted to the new emphasis on materialism
 * new techniques for communication and organization gave rise to the concept of "the masses" as a political and economic force

Confident in the superiority of their culture and institutions, Europeans looked for the same in the rest of the world, and related to other societies as if they existed on a continuum from "primitive" to "developed." In assigning these positions, Europeans looked especially at the level of material culture and the size of political institutions. By these criteria, northern Europeans occupied the top end of the continuum while southern Europeans, Arabs, Chinese, Native Americans and other groups occupied lower positions. Black non-Muslim Africans were near the bottom, just ahead of Australian aborigines.

[|Industrial revolution Europe]