Industrialization
Driving Question: How was the Industrial Revolution experienced differently by people around the world?
Industrialization revolutionized production, transportation, time, community, and identity—reshaping society as fast as a locomotive. How did such a massive shift unfold? What began on an island spread globally, with both positive and negative impacts that varied across people and communities.
Learning Objectives:
- Understand the origins and effects of the Industrial Revolution.
- Evaluate how the Industrial Revolution changed communities in the long nineteenth century.
- Create arguments using historical evidence to support claims and communicate conclusions through informal writing.
Vocab Terms:
VHS tapes and the Walkman aren't the only game-changing inventions that faded over a few decades. Explore innovations from the 1700s to see which ones stood the test of time—and which didn’t.
The Unit 3 Notebook helps you focus on what’s most important to know in the unit, and is a record of how your thinking changes as you learn more.
Students create questions: After reading a section of an article, students design a challenge question about the reading or how it relates to what they’re learning in class. Once students are done reading individually, they meet with a partner and ask each other the challenge questions. They’re not allowed to use the text to answer.
How was the Industrial Revolution experienced by people around the world? Dig into that question in the video, and then read the article to take your learning even further.
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Guiding Questions
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Guiding Questions
Adjust video speed: If you’re watching OER Project videos on YouTube, you can slow things down by going to Settings and adjusting the playback speed.
What can the frames tell us about industrialization? Explore big changes in production and distribution in the video, and then draw the course frames in an activity that puts your knowledge to use.
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Guiding Questions
How are the big ideas of industrialization connected? Explore the interconnected and far-reaching impacts of the Industrial Revolution.
Provide sentence starters: Provide the words and phrases students might use to start off a paragraph or sentence. Consider posting these prominently in your classroom. Some examples are:
- This essay discusses...
- In this essay/paper...
- Emphasized are...
- For instance...
- Rather...
- In contrast to...
- Eventually...
- Finally...
- As a result of...
Using either your own DBQ essay from Unit 2 or a sample essay, evaluate how well the writing shows claim and focus.