In 1750, many people did things in ways that would have been recognizable to their ancestors. Most everything was made in the home, farm, or small artisanal shops, and mostly by hand. The Industrial Revolution began when people learned to harness new fossil fuels and machines to do work. It transformed the way we worked, the places we lived, our sense of families and identities, our relationships to our food and to each other, and much more. The results weren’t the same for everyone, but they helped to shape the modern world.

This video introduces you to arguably the most dramatic revolution of the Long Nineteenth Century: The Industrial Revolution. You’ll start learning how industrialization began, how it spread, and the various ways it affected people. You will evaluate these changes when you respond to the Unit 3 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?”

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. What argument does this video make about production of goods immediately prior to the industrial revolution?
2. What big change does this video argue was the foundation of industrialization?
3. How does this video suggest industrialization changed human networks?
4. According to the video, how did industrialization change our sense of community?
5. According to the data presented in the video, what happened to exports, labor, and Co2 emissions when states industrialized?
6. According to the video, what brought about the industrialization of Nagasaki?

Evaluating and Corroborating

1. Looking at the changes presented in this video, do you think industrializing was a good decision for a society? Why or why not? What data from the video supports your argument?
2. The video ends by stating that the Industrial Revolution was truly revolutionary. Do you agree? Why or why not?

Your life, and the lives of everyone around you, are shaped by the forces of industrialization. The Industrial Revolution that created these forces was itself a result of global forces, even if it started largely in the tiny islands of Great Britain. Once it took hold, industrialization was spread around the world by people who saw its advantages. But that expansion was lumpy. It was different in various regions and for a range of people.

This overview will introduce you to the two principal questions for this unit. The first is, “Where did the Industrial Revolution begin, and what were the global and local causes of that origin?” The second is, “What was the impact of industrialization in different parts of the world?” You will find different answers to these questions in the rest of the unit.

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. According to the author, what are some of the elements of a modern life that didn’t exist prior to 1750?
2. What does the article suggest as some reasons for Britain’s early industrialization?
3. Take a look at the photo of the 2012 Olympics. Why do you think Britain would want to celebrate being the birthplace of industrialization?
4. The article argues that industrialization had a variable impact. Does it give any clues about what that might mean? What clues?

Evaluating and Corroborating

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

1. In the last unit, you read about the political revolutions of the Long Nineteenth Century. After watching this video, do you think the Industrial Revolution was a more important revolution than those political transformations? Why or why not?

The production and distribution frame is all about how we make things, share them with others, and how they get consumed or used. Industrialization, at its heart, is a change in production and distribution. The application of fossil fuels to machines made it possible to produce new products, make them faster, and ship them around the world. This in turn changed the way our communities and networks worked.

The purpose of this video is to view the Industrial Revolution through the three frames of the course. In particular, this video focuses on helping you to situate these changes through the production and distribution frame.

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. What, according to this video, did pre-industrial production and distribution look like?
2. According to the video, what was the difference between industrialization and earlier innovations in production and distribution?
3. What was the big advantage of industrialization, according to the video?

Evaluating and Corroborating

1. This video focuses on examining the changes of industrialization through the production and distribution frame. Based on what you have learned so far, how do you think industrialization might look if you used the communities or networks frame?

The Industrial Revolution is associated with a lot of changes. One of the most important of these is urbanization—the movement of people into cities. Why does urbanization matter? When people move into cities, amazing changes occur in their daily lives, the food they eat, their health, their work, their ideas about the world. In this mapping exercise, you will identify some of the biggest changes in the size of cities during the period of the first Industrial Revolution—from about 1750 to 1871—and make some predictions about what this tells us about where industrialization happened first.

You’ll begin this activity by identifying some large cities on the 1750 Political Map. Then you will compare keys for the 1750 and 1871 Political Maps. In the third step, you will identify where large urbanization has taken place since 1750 using the 1871 Political Map. Finally, you will make some prediction as to where we will see evidence of industrialization during the period studied.

Step 1

With your teacher, you will look at the map legend for the 1750 Political Map and identify the symbols for different sizes of cities. Then you’ll use the chart to identify six of the largest cities in the world in 1750. What patterns do you see?

Step 2

With your teacher, you will compare changes in city sizes by examining the keys for the 1750 and 1871 Political Maps. In terms of population size, what has changed? You should note some general trends.

Then, individually or in groups, you will locate every city on the map with over 1,000,000 people and record these locations on the 1871 Blank Map.

Step 3

Finally, you will use the 1871 Blank Map to predict where you think industrialization occurred between 1750 and 1871. You will shade in at least two areas where you think industry emerged in this period.

This repeated activity should help you become familiar with a process for understanding unfamiliar words anytime you encounter them in the course.

Take out your vocab tracker and be sure to record new and unfamiliar words on it according to your teacher’s instructions.

Understanding vocabulary is integral to you being able to access course content, and it helps reading comprehension, too. This word wall activity should help you begin to learn some of the key vocabulary from Unit 3.

In this activity, you’ll work with your class to create a word wall using the Unit 3 vocabulary.

Your teacher will assign a vocab card to each of you. Once you get yours, take a few minutes to look it up in the Unit 3 Vocab Guide and then examine the unit itself (click around and quickly skim the content) to see where in the unit your word might be most applicable. Then, add as many synonyms to your card for your word as possible. Your teacher will give you a limited amount of time to write synonyms. Then, the people with the most correct synonyms at the end of that time will put their words on the word wall first.

Your teacher may add some fun twists to this assignment, so be sure to listen closely for directions!

Each unit of the WHP course is guided by a Unit Problem. You’re learning a ton of stuff in this and every other unit, and it can be hard to keep track of what’s most important. It would be pretty easy to become obsessed with a detail that, although interesting and a great way to impress people at a party is relatively unimportant. This activity will help you stay focused! You’ll think about the Unit Problems, and then you’ll respond to them in writing. By keeping track of how your thinking changes throughout each unit, you’ll see how much you’re learning as you move through each section of the course.

Use the Unit 3 Problem Notebook Worksheet to respond to the prompts as best as you can. Be prepared to talk about your ideas with your class.

Open these four charts in your internet browser:

• Chart 1 – Average Temperature Anomaly, Global: https://ourworldindata.org/grapher/temperature-anomaly
• Chart 2 – Annual Total CO2 Emissions by World Region: https://ourworldindata.org/grapher/annual-co-emissions-by-region
• Chart 3 – Annual CO2 Emissions, 2017: https://ourworldindata.org/grapher/annual-co2-emissions-per-country
• Chart 4 – Global Greenhouse Gas Emissions Scenarios: https://ourworldindata.org/uploads/2018/04/Greenhouse-gas-emission-scenarios-01.png

The average temperature of the planet is rising, and it’s rising because humans are emitting more greenhouse gases (GHGs) into the atmosphere. Since the Industrial Revolution, the global temperature has risen by about 1 degree Celsius. This might not seem like much, but climate scientists warn that an increase of 2 degrees Celsius from pre-industrial levels could be catastrophic. Every region of the world produces more greenhouse gases today than 100 years ago, but some regions produce far more than others. These trends could improve or get worse, but that depends on what actions humans take now and in the future.

Is it getting hot in here, or is it just the data? In this data exploration, you’re going to start really thinking about the future. Climate change is one of the most important challenges facing our species. Chart 4 in this exploration provides an example of how to use data to make claims about the future. This chart provides five possible futures of GHG emissions, depending on the actions taken by humans. Which outcome do you think is most likely? This data exploration will help prepare you for your final presentation, in which you will make your own claims about the future using data.

Your teacher will let you know if there is an overall question to hold in your mind as complete your three reads of the article.

Preview – What Do We Have?

Fill out the Skimming section of the Three Close Reads for Data worksheet as you complete your first close read. Remember— this should be a quick process!

Key Ideas – What Do We Know?

For this read, your goal is to understand the “story” the chart is telling by identifying its arguments and evaluating its presentation of data. You will decide what claim or claims this chart is making and what evidence is being used to support those claims. Do you think the data is reliable? Is the chart misleading in any way? By the end of this read, you should be able to answer the following questions:

1. According to Charts 1 and 2, when did the global average temperature start to rise most dramatically, and what caused it?
2. Looking at Chart 2, who are the biggest producers of CO2 emissions?
3. According to Chart 2, who produced most of the world’s CO2 emissions before 1900?
4. According to Chart 3, what countries produced the most CO2 emissions during the First and Second World Wars? Are there any major countries that you think produced a lot of emissions but are not represented accurately on this map?
5. Looking at the five possible future scenarios on Chart 4, which do you think is the most likely?
6. Considering the information on Chart 1 and 4, if all countries act immediately and aggressively to decrease our greenhouse gas emissions, will the global average temperature decrease by 2100?

Making Connections – What Does This Tell Us?

The third read is really about why the chart is important, what it can tell us about the past, and how it can help us think about the future. At the end of this read, respond to the following questions:

1. Why does this chart matter? What do these charts about average temperature and emissions tell us about the history of human production and distribution? Can data help us change the future?
2. Using these charts, make one prediction about how global average temperature or greenhouse gas emissions will change in your lifetime. What evidence from the charts supports your prediction? What evidence challenges it?