Unit 4

In this unit, students will explore how the Industrial Revolution acted as a catalyst for massive global transformation. Beginning in Great Britain and spreading across the globe, industrialization changed the way people lived, worked, and interacted with the environment. Students will investigate not only the economic and technological factors that fueled this change but also how it gave rise to powerful new ideas and intensified competition for global resources. Through critical analysis of primary and secondary sources, students will analyze and evaluate the impacts of the Industrial Revolution on the population of the world.

9-12 Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

MW.His.14.a. 

Analyze multiple and complex causes and effects of industrialization (e.g., geographic features, technological innovations, access to capital, exploitative foreign policies and impact on native populations, environmental degradation, population trends, labor standards).

MW.His.5.a. 

Analyze how industrialization gave rise to new ideals and their related policies (e.g., laissez-faire, communism, feminism, socialism, utilitarianism, utopianism).

MW.Eco.4.a. 

Evaluate the extent to which competition for access to resources existed during industrialization (e.g., Chinese tea, silk, and porcelain; South African gold, salt, and ivory; Indian spices and jewels).

Inquiry Standards (all units) 

MW.Inq.1.a. 

Explain how a question reflects an enduring issue in Modern World History.

MW.Inq.1.b.

Explain how supporting questions contribute to an inquiry and how new compelling and supporting questions emerge when engaging sources that represent varied perspectives.

MW.Inq.1.c.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• command of the language; written and verbal

  • MW.Inq.1.a.

  • MW.Inq.1.b.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • MW.Inq.1.a.

  • MW.Inq.1.b.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • MW.His.14.a.

  • MW.His.5.a.

  • MW.Geo.1.a.

  • MW.Eco.4.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• willing to adapt new information and question things

  • MW.His.14.a.

  • MW.His.5.a.

  • MW.Geo.1.a.

  • MW.Eco.4.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

A Problem Solver

• can persevere and adapt

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• able to determine the root cause of issues

  • MW.His.14.a.

  • MW.His.5.a.

  • MW.Geo.1.a.

How did industrialization transform societies around the world?

• What were the multiple and interconnected causes and effects of industrialization?

• How did industrialization influence the development of new political, economic, and social ideologies?

• How did global competition for resources during industrialization shape economic relationships and impact societies?

• Industrialization resulted from a combination of technological, economic, and political factors, and its effects transformed economies, societies, and environments in profound ways. 

• Industrialization gave rise to new ideologies like capitalism, socialism, and communism, which addressed the social, political, and economic challenges it created. 

• Global competition for resources during industrialization reshaped economic relationships and led to imperialism, exploitation, and lasting social and political consequences. 

MW.Hist.14.a

• Industrialization

• Causes and effects

• Geographic features (e.g., natural resources, location)

• Technological innovations

• Capital (investment, wealth)

• Labor systems and standards

• Population growth and urbanization

• Environmental impact (pollution, resource depletion)

• Imperialism / exploitative foreign policies

• Impacts on native populations

• Economic change

• Global inequality

MW.His.5.a.

• Industrialization

• New political and social ideologies

• Economic systems and theories

• Government policies

• Role of the state in the economy

• Individual rights and social welfare

• Class structure (working class, middle class, elites)

• Key ideologies:

  • Laissez-faire

  • Communism

  • Socialism

  • Feminism

  • Utilitarianism

  • Utopianism

• Key thinkers (e.g., Karl Marx, Adam Smith, John Stuart Mill) 

MW.Eco.4.a. 

• Industrialization

• Natural resources

• Scarcity

• Competition

• Global trade networks

• Supply and demand

• Imperialism / economic expansion

• Trade goods:

  • Chinese tea, silk, porcelain

  • South African gold, salt, ivory

  • Indian spices, jewels

• Economic motivations

• Global inequality and resource distribution

MW.Inq.1.a. 

• Compelling questions

• Enduring issues (conflict, power, inequality, innovation)

• Historical significance

• Continuity and change

• Global connections

MW.Inq.1.b.

• Supporting questions

• Inquiry process

• Sources (primary and secondary)

• Perspectives

• Historical evidence

• Interpretation

MW.Inq.1.c.

• Primary sources

• Secondary sources

• Point of view

• Bias

• Source type (text, image, artifact, map)

• Credibility

• Use of evidence

MW.Hist.14.a

• Analyze multiple causes of industrialization

• Explain cause-and-effect relationships of industrialization

• Evaluate the short- and long-term effects on societies and environments

• Assess the impact on different groups (e.g., workers, native populations)

• Make connections between economic, environmental, and social changes

• Use evidence to support claims about industrialization

• Trace patterns of industrial growth and global inequality

MW.His.5.a. 

• Analyze how industrialization led to new ideologies

• Explain the relationship between economic conditions and political ideas

• Compare different ideologies and their goals

• Evaluate how these ideas influenced government policies

• Use evidence to support claims about ideological change

• Make connections between class structure and reform movements

• Assess the impact of these ideologies on society

MW.Eco.4.a. 

• Evaluate the extent of competition for resources during industrialization

• Analyze how demand for resources drove global interactions

• Explain cause-and-effect relationships between industrialization and resource competition

• Assess how competition impacted different regions and societies

• Use evidence to support claims about economic competition

• Trace the movement of key resources through global trade networks

• Make connections between resource competition and imperial expansion

MW.Inq.1.a. 

• Explain how a question connects to an enduring historical issue

• Identify enduring issues within historical topics

• Develop compelling questions about world history topics

• Justify why a question is historically significant

• Connect past issues to present-day concerns

MW.Inq.1.b.

• Develop supporting questions that break down a larger inquiry

• Explain how supporting questions guide research

• Revise questions based on new information from sources

• Compare different perspectives found in sources

• Generate new compelling and supporting questions during investigation

MW.Inq.1.c.

• Identify types of sources useful for answering questions

• Evaluate sources for perspective and bias

• Select appropriate sources for specific inquiry questions

• Compare sources representing multiple points of view

• Explain how different sources can be used as evidence

• Justify why certain sources are more useful than others

Assessments:

Formative Assessments: 

REQUIRED:

• Pretest - Geography/Reading 

• CFA - Unit 4

Suggested:

• Annotations and close reading analysis

• Quick writes and on-demand writing samples

• Do Nows/Bell Ringers

• Exit tickets

• 1:1 or small group conferring

Summative Assessments: 

REQUIRED:

• In development 

Suggested:

• Reading written response to text/thinking during reading assessment 

• On-demand writing assessment to revise/add to an existing story using style and craft of the author

• Performance task (see below)

• Independent Reading survey/reflection

• Book club/short story discussion observations

• Industrial Revolution 

• Industrialization

• Communism

• Capitalism

• Socialism

• Laissez-faire

• Cottage industry

Resources:

Technology:

• Actively Learn

• Blooket

• BreakoutEDU

• EdPuzzle

• Kahoot!

• Kami

• Padlet

• SORA

• YouTube

Suggested Texts:  

• OER Project Unit 5 

• McGraw Hill Textbook Topic 15 – The Industrial Revolution and Mass Society 

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss upcoming text for next cycle.

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts from previous cycle (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

• Students present their data visualizations and models, linking STEM findings to historical and literary insights. They write reflective essays based on their research. 

• Have students write essays or speeches comparing the ideals in these documents with issues, fostering analytical and persuasive skills.

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Collect qualitative data from historical documents and speeches.

• Use spreadsheets or software to chart trends.

• Construct decision trees or flowcharts.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

Arts

• Creative Projects: Encourage students to create multimedia presentations or artistic works expressing their understanding of world history inspired by these texts.

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Project Based Learning: 

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.