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Illinois Social Science Standards
Illinois Social Science Standards
SS.H.4.6-8.LC: Explain multiple causes and effects of historical events.
SS.H.4.6-8.MdC: Compare the central historical arguments in secondary works across multiple media.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.
SS.H.1.6-8.LC: Classify series of historical events and developments as examples of change and/or continuity.
SS.H.1.6-8.MdC: Analyze connections among events and developments in broader historical contexts.
SS.H.1.6-8.MC: Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
SS.H.3.6-8.LC: Classify the kinds of historical sources used in secondary interpretation.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.3.6-8.MC: Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where information is not easily identified.
Key Terms
Key Terms
Life Expectancy - the average period that a person may live based on the average life of those living in the same group or community.
Literacy - the ability to read and write.
GDP - the total value of goods made in a country.
GDP - or Gross Domestic Product is the total value of goods produced and services provided in a country during one year.
Compulsory Education - term used to describe a period of time a child is required to attend school.
Building Codes - a set of rules that state how buildings should be built to make life safer and healthier.
Standard of Living - a term used to describe the level of material wealth, general health, and living conditions of a person, family, or community.
Gross Domestic Product
Gross Domestic Product
Nations measure and compare their wealth by studying a nation's GDP, or Gross Domestic Product.
A GDP or Gross Domestic Product is the total value of goods produced and services provided in a country during one year.
When a nation's GDP rises, typically the people of that nation are wealthier, have jobs, and enjoy a reasonably comfortable standard of living.
As people bought more, more factories opened leading to more jobs, allowing a greater number of people to work for a wage.
People were able to buy more with less money, and as a result live a more comfortable life.
Living Better, Living Longer
Living Better, Living Longer
One of the most successful methods to reduce child labor was for each of the states to begin using taxes to pay for public schools.
The first thing to be required for school was elementary grades or primary school.
Later additional grades were added, and by the early 1900s, many children attended school until the 8th grade.
Building codes required that certain buildings should have indoor toilets and kitchens.
Over time many cities completely banned the use of cesspits and began building sewers that properly removed human waste.
While many cities built public parks to allow people a healthier environment to relax and play.
The wealth produced in the factories and farms providing them with raw materials allowed smaller towns in rural areas to be able to build hospitals.
Healthier and more educated people made for better workers.
Factory workers finally had time to relax, and as a result, workers began to find new ways to fill their time.
Some attended college, while others worked in volunteer organizations.
UNDERSTANDING DATA
UNDERSTANDING DATA
Graphs allow us to draw conclusions based on data, and often allow us to see a relationship between events in history. Develop a conclusion from the following statement using data in the graph:
According to the information in the graph, theorize how the Industrial Revolution changed peoples lives?
Using your prior knowledge, what conclusion might explain this change?
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