In this unit, you’re introduced to the factors that led to the Industrial Revolution and the positive and negative impact industrialization had on different nations and communities within these nations. In this activity, you’ll use the Gapminder tool to assess how industrialization has led to increased income and longer life expectancy in most regions of the world. By examining the data from a variety of regions, you’ll be able to visually assess these changes and make connections across both time and space. In addition, you’ll compare the impact of industrialization on different nations and look at how industrialization shaped both global and local history in the nineteenth and twentieth centuries.

In the previous lesson, we learned that the Industrial Revolution began in Great Britain and then moved to different areas of western Europe and across the Atlantic to the United States. In this lesson, we learn about different regions such as Egypt and Japan that began to industrialize in the nineteenth century. This activity provides a visual introduction to this lesson while also incorporating data from a variety of regions of the world. This will help you see how industrialization often led to an increase in income and life expectancy in those regions that began to industrialize, but ’you'll also see that some regions industrialized much later than others.

First, your teacher will introduce you to the Gapminder tool and the different ways to visualize data using it. After this introduction, your teacher will have you work in pairs or small groups to use the Gapminder tool to compare data from the UK or the US with that of other nations. You’ll be assigned either the US or the UK to compare to one nation from each of the lists below. For each of these nations, you’ll be comparing “Income” and “Life Expectancy” between the UK or US and your other assigned nations.

Nations that industrialized later (those that did not begin industrializing until the mid-nineteenth to twentieth centuries):

1. Chile
2. China
3. Egypt
4. India
5. Japan
6. Mexico
7. South Korea
8. Uruguay

Least developed nations (defined by the United Nations as “low-income countries confronting severe structural impediments to sustainable development”).

1. Afghanistan
2. Bangladesh
3. Cambodia
4. Ethiopia
5. Sudan
6. Uganda
7. Vanuatu
8. Yemen

Now, you’ll compare your assigned nations from the “Industrialized Later” category, using “Income” for the y-axis, and then pressing Play to see the data that unfolds from 1800 to 2018. Then, you’ll do the same thing for your assigned nation but instead use “Life Expectancy” for the y-axis. After each comparison, answer the questions on the worksheet. Next, you’ll do the same thing to compare either the UK or the US and your assigned nation from the “Least Developed Nations” category for both “Income” and “Life Expectancy,” and answer the questions on the worksheet for this comparison.

Once all groups have finished completing the worksheet, each group will share out some of their findings. After all groups have shared out, think about any patterns that emerged. Why do you think some regions of the world industrialized later than others? What historical events or processes might have contributed to some regions becoming wealthier and more industrialized than others?

By the end of this activity, you should have a better idea of how those nations that industrialized first had (and continue to have) advantages over those that either took longer to do so or have not achieved industrialization on the scale seen in other regions of the world. You’ll also assess the reasons for the lack of growth in some regions of the world and become aware of how industrialized nations used resources from many of these lesser developed regions for their own success.

The Industrial Revolution might have started in Britain, but its effects were felt all over the world. The changes of industrialization were complex and deeply intertwined. For people in Western Europe, industrialization brought benefits to the wealthy while placing many more into poor working conditions. But at a global level, the inequality was much worse. This article considers the effects of industrialization in England by looking at three cases studies on trade goods: sugar, wheat and copper. These three case studies show aspects of the impact from British industrialization all over the world.

This article provides evidence at a national and global level to respond to the unit problem: “What was the impact of the industrial revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location?” This article will allow you to use the networks frame to think about how the changes of the Industrial Revolution depended on a global network of merchants and laborers. The article provides evidence in support of the production and distribution frame by linking industrialization in Britain with local changes all over the world.

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What evidence does the author give to argue that the Industrial Revolution was dehumanizing and degrading for people in Britain?
2. What were some positive changes brought by industrialization? Who benefited?
3. Why did British manufacturers move their sugar plantations to the Indian Ocean?
4. How did the Industrial Revolution change southern Russia, Argentina, and California?
5. How was the Welsh copper industry tied to the sugar and wheat industries around the world?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Think back to the first article you read in this unit on the scale of the Industrial Revolution. Using the networks frame, how does this Global Transformations article change or complicate your opinion on the global vs. local explanations for Britain’s head start in the Industrial Revolution?
2. The other articles in this lesson emphasize the importance of coal in the Industrial Revolution. But this article really only mentions coal twice. Do you think that coal is the most important commodity of the Industrial Revolution? What is the most important commodity in your life today? How much do you think you still rely on coal? On steam power?

Faced with external threats from Western imperial powers and dramatic internal changes, Japan’s government supported a modernization program that it felt suited the needs of its country. The result was an industrialization program that both mirrored earlier industry in Europe and the United States but which was uniquely Japanese.

This article is one of several in this lesson that introduces you to the experience of the Industrial Revolution in countries outside of Europe and North America, which will help you to respond to the Unit Problem. It could also help you evaluate the narrative we have given you in the production and distribution frame. As you read, think about how Japan’s path to industrialization was similar to and different from Britain’s.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What was Matthew Perry’s motivation for sailing four warships into Tokyo Bay?
2. Why was Japan’s economy having trouble in the mid-nineteenth century?
3. Why was there a reform movement (and civil war) after Perry’s arrival?
4. What disadvantages did Japan have as it started to industrialize, and how did the country overcome them?

Evaluating and Corroborating

At the end of the third close read, respond to the following question:

1. You read in the last lesson many different reasons for why Britain was the first to industrialize. Among the reasons given were a large and accessible supply of domestic coal and an existing overseas empire. Japan had neither of these things, but it was the first Asian nation to industrialize. Indeed, it industrialized faster than many European countries. How do you explain this using one of the three frames?

In this word relay activity, you’ll practice matching definitions to words. This is a fun, active way to reinforce unit vocabulary, and it will help you become even more familiar with the words you need to know to engage with the content in Unit 3.

You’re going to play a word relay game with the vocab from Unit 3. You’ll get one vocab card and two blank index cards. Here’s how you’ll play the two-part game:

Part 1

1. On one of the blank cards, write the definition of the word on your vocab card.
2. Once everyone is ready, swap words with another student.
3. Write a definition for your new word on your remaining blank card.

Part 2

1. Your teacher will split you into teams of four or five. Once you’re in your team, line up single file.
2. Now, you’re going to have a relay race to see which team can match the most cards to the most definitions. Your teacher will have set up vocab cards in one part of the room and definitions cards in another.
3. The first student in line will pick up a vocab card, then move as quickly as possible to find the definition of that word. Remember, there are two definitions for each word, but you only need one.

The first team that has a word and definition matched for each team member wins!

When China lost to the British in the Opium Wars, some people in Japan saw that as a wake-up call. Japan’s economy was stagnating, and internal political divisions made the country weak in the face of European imperial powers. When the United States sent Matthew Perry and four warships to Tokyo Bay in 1853, the Shogunate was forced to open Japan’s ports to foreign influence. This event launched a civil war, as reformers seized power in the name of the Meiji emperor. Using the emperor as a national symbol, they set about modernizing Japan. Their success shocked the world.

This article provides evidence at the national level to respond to the Unit Problem: What was the impact of the Industrial Revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location? In particular, this article outlines the political transformations in nineteenth-century Japan that set the stage for a unique and successful experiment in industrialization, one discussed further in another article.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Why was the arrival of American warships such a shock to the Japanese? What domestic problems did Matthew Perry’s arrival worsen?
2. The Tokugawa Shogunate had kept the emperor as a figurehead and religious symbol. This article is titled the “Meiji Restoration”. Did the restoration actually place the emperor back into power? Use evidence from the article to explain your reasoning.
3. After the restoration, the emperor put many samurai into government and into positions of power. But how was this different from the previous political system?
4. What steps did the reformers take to modernize Japan?
5. Why was Japan’s victory over Russia so important?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. The Meiji Restoration made possible a huge transformation in Japan and East Asian production and distribution. It made Japan an economic power on par with many European nations. What effect did this change have on Japanese communities? Use the communities frame to consider what elements of Japanese society became more like European communities and which did not. Why do you think some elements changed in this direction, and others didn’t?
2. Think back to Unit 2, in which we examined all kinds of political revolutions. The Meiji Restoration revolutionized production and distribution in Japan. But was it a political revolution?

Iwasaki Yatarōgrew up poor in a society in upheaval. Japan was trying to adapt to a changing world and to ensure it remained independent in a competitive and imperial world. A man with a great reputation for ruthlessness, Iwasaki Yatarō joined the samurai and business leaders clamoring to industrialize the countryside. He ended up creating the Mitsubishi company, building ships, and later, cars. His life represents the opportunities, but also the costs, of rapid industrialization.

Japan features prominently in this unit’s discussion of industrialization. A number of societies in this period industrialized, but often in distinct ways. Japan’s industrialization followed European and American patterns but also took its own distinct direction. This graphic biography provides evidence to help you assess the impact of the Industrial Revolution and how it was experienced differently by distinct groups and classes in different countries. It will also contribute to your analysis of global history through the production and distribution frame.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. What were Iwasaki Yatar­­ō’s origins?
2. Why did many in Japan want to industrialize in the late nineteenth century?
3. What did Iwasaki Yatar­­ō himself do, and how was he regarded by people in Nagasaki?
4. What do you think is the meaning of the quote from Isawaki’s biographer?
5. How does the artist represent changes in both Japan and Isawaki using art in this biography?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. How does this biography of Iwasaki Yatar­­ō support, extend, or challenge what you have learned about industrialization in Japan? About the impact of industrialization on people and societies more generally?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

The industrialization of Europe undermined the Ottoman economy, flooding it with cheaper foreign manufacturing and making the Ottoman Empire less important in global trade. But as the Ottoman Empire deindustrialized, Muhammad Ali, who ruled Egypt, decided to try to industrialize Egypt’s economy and modernize its military. But by the end of the century, Egypt was deeply in debt to Britain, which started to dictate policies. What went wrong? This article considers three explanations.

This article provides evidence at the national level to respond to the Unit Problem: What was the impact of the Industrial Revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location? In particular, this article will allow you to investigate how the coming of industrialization (in the form of Western imperial powers) affected Middle Eastern and African communities and production and distribution. As you read, pay close attention to the reasons that Egyptian industrialization failed.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What steps did Muhammad Ali take to modernize Egypt?
2. European banks loaned lots of money to help Muhammad Ali modernize Egypt. Why was this a bad thing for Egypt?
3. What are the three explanations for this failure?
4. How did some Islamic scholars react to Egypt’s failures?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Which of the three explanations given for the failure of Egypt’s industrialization is most convincing to you? Why?
2. Consider the three explanations the author gives for Egypt’s failure to industrialize. Do any of these apply to the situation in Japan during the Meiji Restoration? If so, why do you think Japan was able to overcome these disadvantages and still industrialize effectively?

IIn this comparison activity, you’ll compare how two different nations attempted to industrialize in the nineteenth century. This activity helps you practice and refine your comparison skills. This will help you differentiate between historical events and processes, and enable you to analyze those similarities and differences to generate a more meaningful understanding of history.

Reading, writing
In this activity, you’ll use your close-reading skills to pull out information from each of the articles to complete the Comparison Tool. In addition to practicing your reading skills, you’ll work on your writing by crafting thesis statements to answer two comparison prompts.

Industrialization began in Great Britain in the eighteenth century but soon spread to regions all over the world. By the nineteenth century, nations were attempting to industrialize quickly. Sometimes this worked and sometimes it didn’t. In this activity, you’ll look at two different nations that began industrializing in this era: Japan and Egypt. Then, you’ll evaluate the similarities and differences to craft two thesis statements.

First, can you think of any reasons why attempts at industrialization might have worked well in some nations and not as well in others? Be prepared to share your answers with the class.

Your teacher will either hand out or have you download the Comparison—Egypt and Japan worksheet. Next, your teacher will split the class in half and ask you to read either the article “Egypt’s Industrial Revolution” or “Japan’s Industrial Revolution.”

Then, you’ll meet in small groups to answer the questions in Part 1: Identifying and Describing of the Comparison Tool, included in the worksheet. After all groups have completed Part 1 for their assigned articles, you’ll have a whole-class discussion to determine the similarities and differences. Don’t forget to record these in Part 1 of your tool.

Finally, use these similarities and differences to develop two thesis statements in response to the prompts:

• To what extent were Japan and Egypt’s industrial revolutions similar?
• To what extent were Japan and Egypt’s industrial revolutions different?

Your teacher will walk you through the process of creating a thesis statement. You’ll turn in your worksheets at the end of class so your teacher can assess how your comparison skills are progressing.

India led the world in cotton production for centuries before the Industrial Revolution. But this shifted really quickly after 1750, when textile manufacturing shifted to Britain. But that shift didn’t just happen. It was a purposeful British policy to de-industrialize the Indian economy to protect British manufacturers. And it required people in India who were willing to work with the British.

This article provides evidence at the national level to respond to the Unit Problem: What was the impact of the Industrial Revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location? In particular, this article will help you investigate how the arrival of the Industrial Revolution (in the form of Western imperial powers) affected Indian communities and production and distribution. This article will also help you evaluate the emphasis on economic growth in the production and distribution frame narrative.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What effects did the industrialization of cotton cloth production have on the Indian economy?
2. Why was de-industrialization a bad thing for India?
3. What political explanations does the author give for this economic failure?
4. Why did India suffer so many famines in the nineteenth century?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You’ve now read four articles about four very different sorts of experience with Western imperialism and industrialization. Why do you think that Japan escaped the sort of colonialism and de-industrialization that China, Egypt, and India all experienced?
2. How does an event like the de-industrialization of India support, extend, or challenge the production and distribution frame narrative?

Lots of people moved to lots of new places during the Long Nineteenth Century. Many of them were enslaved people, forced to cross oceans and work under horrible conditions for no pay. Many Europeans, Chinese, and Indians also chose to migrate to the Americas from Southeast Asia as populations in their home countries increased and economic opportunities decreased. These, and other migrations, add up to perhaps the greatest migration event in history. It effectively increased urbanization all over the world as people moved to cities. This article explores the larger patterns of these migrations.

This article provides evidence to respond to the Unit Problem: What was the impact of the Industrial Revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location? by considering the experiences of people who moved during this era. In addition, this article invites you to explore data that may support, extend, or contest the networks and communities frame narratives of increased populations and interconnectedness. As you read, think about how industrialization changed global demographics.

Preview – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did industrialization influence migration?
2. How did industrialization drive urbanization?
3. What are some major factors that the author gives to explain international migration?
4. Why does the author say that more Chinese and Indian migrants didn’t move to the Americas?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. This article gives a lot of economic reasons for why people migrated. In this lesson, you’ve learned a great deal about economic changes in the long nineteenth century. But in the last lesson, you learned about a bunch of political changes that were happening at the same time. What are some political “push” and “pull” factors from the political revolutions that resulted in migration?
2. Is this history of migration in the nineteenth century “usable” in evaluating and thinking about migration today (meaning can you see similarities between migration then and now)? How, or why not?

Make sure you have the UP Notebook worksheets that you partially filled out earlier in the unit.

This is a continuation of the UP Notebook activity that you started in this unit. As part of WHP, you are asked to revisit the Unit Problems in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with this unit’s problems, you are asked to explain how your understanding of the unit’s core concepts has changed over the unit. Make sure you use evidence from this unit and sound reasoning in your answers.

Fill out the second table on your partially completed worksheet from earlier in the unit. Be prepared to talk about your ideas with your class.

Historical events and processes are usually complicated and rarely have one cause. In fact, they often have multiple causes, some of which occur long before the event while others happen right before the event took place. Understanding how these causes relate to the historical event or process being studied is central to analyzing change over time. In this activity, you’ll analyze how industrialization was the source of many changes during the modern era, including increased migration. In addition, this activity will build upon previous causation activities in this progression by having you write a response to a causal prompt. Writing a causal claim will help you establish a cause-effect relationship between two historical processes or events and therefore will help prepare you for writing a causation essay.

Claim testing, contextualization
You’ll further develop your causation skills and begin to understand how context is essential to causal reasoning. In order to fully understand causal relationships, you must be able to place these processes or events in the appropriate historical context. As always, you should claim test the assertions you make in order to provide sound logic and solid reasoning when determining the causes and effects of a historical process or event.

First, your teacher will either hand out or have you download the Causation – Industrialization to Migration worksheet, which includes the Causation Tool, along with the article “Industrialization and Migration.” You’ll be reading the article to pull out the necessary information to explain why people migrated from one place to another. You’ll begin this activity by reading the article on your own, and then shift to working in small groups or pairs to complete the tool.

Read “Industrialization and Migration” on your own and make a list of all the reasons people moved during this period.

Once you have a list of all the causes, your teacher will break the class into small groups or pairs. Compare your list of causes with the other members of your group. Doing this will help you refine your reasons for migration. Next, your group will categorize your causes and add the effects of migration to the Causation Tool. Remember that you’ve already categorized by time and type. For this activity, you’ll also be categorizing by role. Role can help you determine which causes were required for the event to happen, and which were simply relevant or contributed to the event happening. Here are the definitions:

• Necessary – These causes were required. The historical event or process would not have occurred without these causes.
• Relevant – These causes are important but not required. The historical event or process would still happen without these causes.
• Triggering event – You should be familiar with the triggering event, which is the most immediate cause of the historical event or process.

This categorization process can be difficult, and you may not agree on the time, type, or role. However, you should be able to back up your claims with evidence.

In fact, historians don’t always agree on these topics either, which is why there are often different perspectives or histories written about the same historical event or process.

Finally, you’ll work with your group to write a paragraph response that answers this prompt:

Describe and explain the most significant cause AND the most significant consequence of migration in the long nineteenth century.

Be sure to think about all the consequences that might occur as a result of migration in the long nineteenth century and remember to support your claims with evidence from the article or unit. Remember that you can use the acronym ADE to help you determine historical significance:

• Amount – How many people’s lives were affected by the cause/effect?
• Depth – Were people living in the time period being studied deeply affected by the cause/effect?
• Endurance – Were the changes people experienced as a result of this cause/effect long-lasting and/or recurring?

Your teacher will collect your worksheet and paragraphs and use them to assess how your causation skills are progressing.

The Industrial Revolution changed most aspects of human life. But railroads were perhaps the most visible change for people in the long nineteenth century. Trains allowed us to travel much faster. Before trains, how fast people and goods traveled depended on how fast a horse could run or the wind could blow. But trains traveled so much faster, and as a result, they shrunk our world. They also created the concept of absolute time. When most people were farmers and had to walk or ride a horse to the next town, the sun was more important than the exact time. Trains changed that.

This video provides evidence at the global level for responding to the Unit Problem: What was the impact of the Industrial Revolution, and how was this impact experienced differently based on such factors as class, gender, racial identities, and geographic location? In particular, it will allow you to explore how the changes of the Industrial Revolution affected people from different classes. As you watch, think about how rapid transit changed human communities, information networks, and how we distributed food.

Preview – Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. How did widespread railways help bring the Industrial Revolution to more people?
2. How did railroads shape our ideas of space and time?
3. What were some arguments that people in the long nineteenth century used against railroads?
4. What effect does John Green argue industrialization had on our worldview about progress?
5. How does John Green argue that the Internet is like the railroad?

Evaluating and Corroborating

1. Do you agree with John Green that railroads changed the way that humans think about time and space? How do your ideas about time and space change if you’re walking, driving, or flying to a place?
2. John Green argues that trains made people read more and that their windows might have even prepared people to watch television many years later. Do you believe him? How has the way we travel changed the entertainment we consume? What impacts has this had on our communities?

You have been introduced to the CCOT Tool, and in this activity you will use your CCOT skills to analyze a historical phenomenon or action. This process will help you make claims in response to questions about how things have stayed the same or changed in history.

Comparison, causation, claim testing
In this activity, you will use both your comparison and causation skills and apply them to analyzing changes and continuities that took place from Unit 2: Liberal and National Revolutions to Unit 3: Industrialization (1750 to 1914). Additionally, you are making claims in this activity by determining which changes and continuities are most historically significant.

You’ve read a lot about the dynamic revolutions that changed how political communities were governed and how people produced goods during this time period. Now we’re going to take that information and analyze the changes and continuities that took place as people gained a greater voice in how they were governed. We’ll also take a close look at the changes and continuities that were the result of societies beginning the transformative process that led from being largely agrarian societies to increasingly industrial ones. We’ll look at the time period from about 1750 to 1914, which some historians refer to as the “long nineteenth century.”

Your teacher will either hand out or have you download the CCOT – Revolutions to Industrialization worksheet and divide the class into small groups of three to four students. Follow the directions on the CCOT Tool, which is included in the worksheet, and start by adding the timeframe you’ll be investigating. Then, work with your group members to identify and write down on sticky notes as many continuities and changes (one continuity or one change per sticky note) you can find for this time period. Remember that you can review any of the articles or videos in these units to jog your memory—looking over the Units 2 and 3 overview articles is a good place to start!

Once your group has written your changes and continuities on sticky notes, you’ll determine if each change or continuity was positive or negative. You’ll share your changes and continuities with the class by placing your sticky notes on the graph on the board. Be sure you’re prepared to share your reasons for categorizing your changes and continuities as positive or negative. Before you place your own group’s sticky notes, you’ll be allowed to move any sticky notes that you think were placed incorrectly by the prior group. However, you must provide justification for doing so. After your group has moved any of the previous group’s sticky notes, you can place any of your changes or continuities that are not already up on the graph and explain your reasoning to the class.

Finally, return to your groups to answer the remaining questions on the tool. Remember that you can use the acronym ADE to determine historical significance. Consider if most people’s lives were affected by these changes and continuities (amount); if people living in this time period were deeply affected by these changes and continuities (depth); or if these changes and continuities were long lasting (endurance). Be prepared to share your most significant change and continuity with the class along with your reasoning for your selections.

Your teacher will collect these worksheets and use them to review your understanding of these historical processes and to assess your CCOT skills.

This activity will help you respond to the Unit Problem: How was the Industrial Revolution experienced differently by people around the world? You will look back on what you’ve learned during this unit by exploring the geography of industrialization. Among other materials you will review are your predictions about what regions would industrialize during the long nineteenth century. Finally, you’ll investigate whether the presence of railroads might or might not be a good indicator of industrialization.

This activity begins with identifying major areas of industrialization by 1871. Next, you will look back at the map you made in the Unit 3 Part 1 map activity, and revisit your predictions. Finally, you will look at regions of intense railroad development, and interpret where and why they did or did not coincide with industrial centers in this period.

Step 1

In small groups, open the 1871 Political Map and the Industrialization and Imperialism Thematic Map. You should note which regions are identified as being industrial centers by 1871, and list those regions.

Step 2

Once you have finished identifying the industrial centers, you should look back at your annotated maps from the Part 1 activity earlier in this unit. To what degree was the emergence of cities of over 1,000,000 people a good predictor of industrialization. To what degree was it not? What explanations might there be for this?

Step 3

Finally, you will look at the Industrialization and Imperialism Thematic Map again. You should be able to identify which regions had intensive railroad building in this period. Then you will answer a similar set of questions as in Step 2, but for railroads. Finally, you’ll consider this question:

What do you think is the overall relationship between urbanization, railroads, and industrialization? Is that relationship always the same for all regions of the world? What might be some explanations for your answer?

In this activity, you’ll continue to get familiar with elements of good writing by digging into the Analysis and Evidence row of the WHP rubric. Additionally, you will examine the Applying WHP Concepts row of the rubric, because those concepts are integral to using evidence in this course’s writing assignments. You’ll analyze a sample student essay, which will help you become more familiar with the specific expectations for WHP writing, as well as help you become a more skilled writer in general.

In this activity, you’ll take a close look at the Analysis and Evidence and Applying WHP Concepts rows of the WHP Writing Rubric and analyze a student essay against the criteria included in the rubric.

This activity will be similar to the one you did in Unit 2, when you analyzed the article “The Enlightenment” to look for claim and focus. This time, you’ll look for analysis, evidence, and WHP concepts in a student essay that was written in response to the prompt, “Analyze the most significant causes of the political revolutions of the long nineteenth century (c. 1750 to 1914 CE).” Before starting your analysis, take out the WHP Writing Rubric and review the Analysis and Evidence and Applying WHP Concepts rows with your class.

Once you’ve reviewed these criteria, your teacher will probably put you into pairs or small groups to work collaboratively on the Writing – Analysis and Evidence and WHP Concepts Part 1 worksheet. First, identify the major claim (thesis) in the essay. While the thesis is not the focus of this activity, it’s difficult to assess the rest of the essay without being aware of the major claim, since everything in the essay should support it.

Now that you’ve found the major claim, review the essay, paying close attention to important elements of analysis and evidence. This includes the use of source material, the analysis of that material, and the connection between sources and the paper’s major claim.

Annotate the essay according to the worksheet directions, provide a grade (advanced, proficient, developing, or emerging), and comment about how well this student did on analysis and evidence in their writing. Next, look for where and how well WHP concepts were used in the essay, and again, grade and comment on the use of these concepts. Be prepared to share your answers with the class!

Carefully read the DBQ essay prompt you will be responding to. Be sure to have read and analyzed the documents using historical thinking skills such as sourcing or contextualizing prior to doing this warm-up activity.

Make sure you have drafted the thesis/major claim you intend to use in response to the essay prompt.

In addition to the close reading, critical thinking, and historical thinking skills you are refining throughout the course, the process of writing a DBQ will help you build important—and useful—writing skills. This warm-up focuses on the Analysis and Evidence row of the WHP Writing Rubric and gives you the opportunity to practice choosing the best evidence to support your argument. Additionally, you will practice your analysis skills to not just connect your evidence to your thesis/major claim, but also to clearly explain why this connection is significant. These evidence and analysis skills will allow you to continue to develop your ability to respond to a writing prompt, and to generally be able to more effectively support your positions and opinions.

In this quick warm-up activity, you’ll practice engaging in analysis and using evidence to support your thesis/major claim when writing an essay. First, you’ll review the Analysis and Evidence row of the WHP Writing Rubric, and then, you’ll work through a three-step process to help you use evidence-backed supporting claims in support of your thesis/major claim. Your teacher may have you do this for one supporting claim or for many, depending on your familiarity with this process.

First, take out the WHP Writing Rubric and review the Analysis and Evidence row and discuss it with your class. Next, take out the Analysis and Evidence Prewriting Tool, and work through the tool together, using the DBQ prompt you’ll be responding to when you write your essay.

In Step 1, come up with a supporting claim—or reason—that supports the thesis/major claim statement you’ll be working on. Then, for Step 2, go back to the documents you reviewed or researched before this activity to find the best source to support the first subclaim. Once you’ve found the evidence, add the citation to the tool. Then, write down the specific evidence you’ll use from that document. Finally, write a reason why this evidence supports the supporting claim.

Now you’re ready for Step 3 (Reason). Write a sentence or two explaining how the evidence you found supports your supporting claim. Remember that if you aren’t quoting directly from the source, you should be sure to paraphrase and use your own words to describe the supporting evidence.

Once you have completed the steps, it’s time to write!

Unit 3 DBQ: Analyze how the Industrial Revolution impacted Britain and India similarly and differently c. 1750–1914.

Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)

This assessment will help prepare you for the document-based questions (DBQs) you will probably encounter on exams. It will also give you a better understanding of your skills development and overall progress related to constructing an argument, interpreting historical documents, and employing the historical thinking practices you are using in this course.

Comparison, contextualization, sourcing, reading, writing
All DBQs require you to contextualize, source documents, and of course as part of this, read and write.

Day 1

In this activity, you are going to prepare to respond to a DBQ, or document-based question. In this course, document-based questions give you a prompt or question along with seven source documents, and you’ll use the information in those documents (and any additional knowledge you have) to respond to the prompt. Your responses will be written in essay format, and will usually be five or six paragraphs long.

This DBQ asks you to respond to the following prompt: Analyze how the Industrial Revolution impacted Britain and India similarly and differently c. 1750–1914. To make sure you’re clear on what you’re being asked, take out the Question Parsing Tool. Work with your classmates to deconstruct the prompt. Next, take out the DBQ and relevant thinking tool to help you analyze the documents. Take a look at the document library. As you do with the Three Close Reads process, quickly skim each of the documents for gist. Then, do a closer read of each one. For each document, write down the information you think you might use in your essay. If possible, also provide a source analysis for each document. Write your ideas on the relevant tool as you work through the documents. Discuss your ideas with the class.

Now, come up with a major claim or thesis statement that responds to the prompt. Use the information from your thinking tool to help you come up with an idea. What you have written should help you support your claim. One common mistake students make when responding to a DBQ is not directly answering the prompt—so, in creating your thesis, make sure that it directly answers and is relevant to the prompt.

Finally, it’s time to contextualize. Remember, that ALL historical essays require you to contextualize. If you need to refresh your memory, contextualization is the process of placing a document, an event, a person, or process within its larger historical setting, and includes situating it in time, space, and sociocultural setting. In this case, you are contextualizing the documents. Contextualization will often come at the beginning of your essay, or at least in the first paragraph, either before or after your thesis statement. As needed, you can use the Contextualization Tool for this part of the process.

Day 2

This second day is your writing day. Feel free to use your tools and notes from any prewriting work you completed as you craft your essay response. Make sure you have a copy of the WHP Writing Rubric available to remind you of what’s important to include in your essay. And don’t forget to contextualize! In doing that, think of the entire time period, not just the time immediately preceding the historical event or process you are writing about. Your teacher will give you a time limit for completing your five- to six-paragraph essay responding to the DBQ.

In order to improve your writing skills, it is important to read examples—both good and bad—written by other people. Reviewing writing samples will help you develop and practice your own skills in order to better understand what makes for a strong essay.

Your teacher will provide sample essays for this unit’s DBQ prompt and provide instructions for how you will use them to refine your writing skills. Whether you’re working with a high-level example or improving on a not-so-great essay, we recommend having the WHP Writing Rubric on hand to help better understand how you can improve your own writing. As you work to identify and improve upon aspects of a sample essay, you’ll also be developing your own historical writing skills!

Have your graded essay ready to use for annotation and revision purposes.

A good way to improve your writing skills is to analyze and edit writing samples using peer drafts or even your own essay. In this activity, you are given a tool to use that gives you a strategy for evaluating and revising the use of analysis and evidence in a piece of writing based on the WHP Writing Rubric. As you think critically about the criteria in the rubric and evaluate a piece of writing against it, you will develop a stronger understanding of all of the factors that make a piece or writing “good.”

If you have not already reviewed the Analysis and Evidence row of the WHP Writing Rubric with your class, you’ll start by taking a close look at that section. Then, you’ll review the Analysis and Evidence Revision Tool and learn how to use it to improve upon the use of analysis and evidence in an essay. Finally, you’ll use the Analysis and Evidence Revision Tool to review and revise an essay that has been graded by your teacher or peers.

If you are reviewing the Analysis and Evidence row of the WHP Writing Rubric with your class, remember that well-placed and well-explained evidence can make all the difference in making a convincing and compelling argument.

Next, take out the Analysis and Evidence Revision Tool and walk through it with your class. First, note the directions at the top, which ask you to review the feedback from an essay. This is a helpful step because it gives you a general sense of how the essay fared in terms of analysis and evidence and where improvement is needed.

Now it’s time to go through each item on the checklist to make sure all criteria related to analysis and evidence were included in the essay. Work through the list with your class, and be sure to ask questions if you aren’t clear about what an item is asking for. Then, look to see if everything in the list is included in the essay. Only check the boxes if the criteria are met. If any criteria from the checklist were not met, leave those boxes blank. The final step is to revise the essay based on all the blank checkboxes. Use the unchecked boxes as guidance for what can be done to improve the essay. You can use the Analysis and Evidence Prewriting Tool to help structure revisions.

To give you more practice with the Analysis and Evidence Revision Tool, your teacher might have you review and revise a sample graded essay.

Once you have a solid grasp on how the tool works, you’ll repeat the process on your own graded essay.