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CCOT – Revolutions to Industrialization

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STUDENT MATERIALSSTUDENT MATERIALSS-1CCOT—REVOLUTIONS TO INDUSTRIALIZATIONWORLD HISTORY PROJECT 1200 / LESSON 5.4 ACTIVITYPurposeIn this activity, you’ll continue practicing your CCOT skills by evaluating whether a historical event like the Industrial Revolution represents a significant change in history or if it was simply the result of a series of continuities. By evaluating how historical processes have both evolved and stayed the same over a given period, you’ll further develop this historical thinking practice and apply your historical knowledge to formulate a paragraph response to a CCOT prompt.PracticesComparison, causation, contextualization, writingIn this activity, you’ll use your comparison, contextualization, and causation skills to complete the CCOT Tool and compare events and processes that took place from Unit 4: Revolutions (1750–1914 CE) to Unit 5: Industrialization (1750–1914 CE). In addition, you’ll be writing a paragraph response to answer a CCOT prompt. ProcessYour teacher will either hand out or have you download the CCOT—Revolutions to Industrialization worksheet (which includes the CCOT Tool), and divide the class into pairs or small groups. Once you’re in groups, follow the directions on the tool and start by adding the timeframe (1750–1914). Then, you’ll identify the continuities and changes that took place from Unit 4: Revolutions to Unit 5: Industrialization. Remember, you can use any of the articles and videos from these units to help you identify continuities and changes—the Units 4 and 5 overview articles are a good place to start!Once your group has identified the continuities and changes, write these on sticky notes (one change or continuity per note). Then, work together to decide if the continuities and changes you identified are positive or negative and place them on the graph in the tool. Next, your group will work together to complete 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). Then, craft thesis statements in response to the following CCOT prompts:• To what extent were the changes that occurred from c. 1750 to c. 1914 positive?• To what extent were the continuities that occurred from c. 1750 to c. 1914 positive?Finally, use your thesis statements to individually write a paragraph response as an exit ticket that fully answers the following question: To what extent were the changes AND continuities that occurred from c. 1750 to c. 1914 positive?Your teacher will collect your worksheets and paragraphs and use them to evaluate how your comparison skills are progressing. Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “CCOT—Revolutions To Industrialization”, OER Project, https://www.oerproject.com/
Name:Date:Name:Date:STUDENT MATERIALSS-2CCOT—REVOLUTIONS TO INDUSTRIALIZATIONWORLD HISTORY PROJECT 1200 / LESSON 5.4 ACTIVITYDirections 1: Fill in the following information for the assigned topic. 1. Write the dates for time period being studied. 2. Write down on sticky notes as many continuities and changes for the time period that you can find. Write one per sticky note and place each on the graph to show whether it was a continuity or a change, and whether it was positive or negative. Be prepared to explain your thinking. PositivePositiveNegativeNegativeContinuityContinuityChangeChange
Name:Date:Name:Date:STUDENT MATERIALSS-3CCOT—REVOLUTIONS TO INDUSTRIALIZATIONWORLD HISTORY PROJECT 1200 / LESSON 5.4 ACTIVITY3. Were there more changes or continuities? Explain why there were more of one than the other for this time period. 4. Look over the changes on your graph.• Were they more positive or negative, overall? Explain why these were more positive or negative during this time period.• What was the most significant change during this time period? Why?5. Look over the continuities on your graph.• Were they more positive or negative, overall? Explain why these were more positive or negative during this time period. • What was the most significant continuity during this time period? Why?Historical significance can be determined in several ways. Use the acronym ADE to help you:• Amount: How many people’s lives were affected by the continuity/change?• Depth: Were people living in the time period being studied deeply affected by the continuity/change?• Endurance: Were the changes people experienced as a result of this continuity/change long-lasting and/or recurring?
Name:Date:Name:Date:STUDENT MATERIALSS-4CCOT—REVOLUTIONS TO INDUSTRIALIZATIONWORLD HISTORY PROJECT 1200 / LESSON 5.4 ACTIVITY6. Craft two thesis statements in response to the following CCOT prompts:• To what extent were the changes that occurred from c. 1750 to c. 1914 positive?• To what extent were the continuities that occurred from c. 1750 to c. 1914 positive?7. Use your thesis statements to write a one-paragraph response for the following CCOT prompt: To what extent were the changes AND continuities that occurred from c. 1750 to c. 1914 positive?