3. Do Now… After quietly coming into class and taking your seat, get out your World History materials and turn to your Hey History!… Turn In Homework Pass out the materials from the Pick Up Box

4. Hey History! Topic: What’s in a Revolution? 1) How would you define the term “revolution” in cultural and/or political terms? 2) What do you believe the long-term and short-term effects of a “revolution” might be? 3) How do you believe the Industrial Revolution earned the status of a “revolution”?

5. Industrial Revolution… Vocabulary Cards For each card, write the word on one side. On the other side, write a defining statement and a statement for how the term either improved or worsened life in Europe during this time period.

6. Industrial Revolution Vocabulary Terms Agricultural Revolution enclosure movement Crop rotation system Industrial Revolution factors of production vulcanization mechanization tenements urbanization capitalism laissez-faire interchangeable parts corporation business cycle utilitarianism means of mass production Socialism communism Marxism

7. Societal Conditions: Before the IR What were the social conditions of England prior to the Industrial Revolution? Imagine you and your table group live in a household in which no one is employed and there is no income for the family… Assume Person A is the head of household, Person B is the other parent or guardian, and the rest of the group are the children… How would you provide for the needs of your family if there is no income for the family? How would you provide for the family if government assistance was not available?

8. Societal Conditions Research Before the 1600s, most families worked the land to grow their own food for their families. However, from the time of feudalism to the Age of Enlightenment, different societal institutions assumed larger roles in assisting the family units over time

9. Societal Conditions Research Use your Textbooks, notes, and smart devices to respond to the following questions about societal conditions in Europe prior to industrialization: Why was unemployment not a problem under feudalism? What was the social role of the Roman Catholic Church under feudalism? How did free will and the equal rights of man influence social services? How did capitalism promote individual responsibility without a safety net? What did laborers do when they were thrown off their land?

10. Closure… What effect on population growth might an Agricultural Revolution have?

11. Homework… Respond to the following questions: Based on what we know about the Age of Enlightenment, what might be some of the defining characteristics of the Agricultural Revolution? How might the Agricultural Revolution be related to population growth, industrialization, and patterns of landholding?

13. Do Now… After quietly coming into class and taking your seat, get out your World History materials and turn to your Hey History!… Also, take out your homework from last night (do not turn it in yet)

14. Hey History! Topic: The Agricultural Revolution Agriculture was already a major societal industry in Europe from the Middle Ages on, so why do you think the 1700s and early 1800s were known as the Agricultural Revolution?

15. Group Brainstorm… What might be the major characteristics of the Agricultural Revolution?

16. Revolutionary Terms Enclosure Movement Crop rotation Steam engine Mass production Selective breeding Seed drill Power loom Interchangeable parts Feudalism Factors of production Mechanization Factory system Urbanization

17. Graphic Organizer How would you describe the Agricultural Revolution in terms of: population growth industrialization family size child labor patterns of landholding

18. Closure What were the main contributions from the Agricultural Revolution? Why?

20. Do Now… After coming into class and quietly taking your seat, take out your World History materials and turn to your Hey History!

21. Hey History! Topic: From Agricultural to Industrial Consider the following quote about the Industrial Revolution… The Industrial Revolution greatly affected all aspects of the lives of people in every society it touched. Work with your partner to think of at least 2 questions you have about the Industrial Revolution based on the statement.

22. Inventions of the Industrial Revolution Each face pair gets an invention from the Industrial Revolution It will be your job to work with your partner to create an Informational Poster about the invention with the following information: Date of Invention (year) The inventor, where they came from Purpose of the invention Impact of the invention Illustration Actions to follow…

23. After the Inventions of the Industrial Revolution Activity On the back of your chart, explain which two inventions you believe had the biggest impact on the Industrial Revolution and why you believe this.

24. The Beginning of the IR… Discuss with your group, why do you believe the Industrial Revolution began in England? How might other European Powers have been affected??

25. The Spread of the Industrial Revolution… Find the following countries on your world map: England, France, Germany, Spain, Italy, the Netherlands, and the United States Next, use your textbook and smart devices to determine when these places became industrialized Create a key, giving each place a color/design that corresponds with the time they became industrialized Lastly, use your smart device the determine the population data for England, France, and the United States from 1500 to 2000…

26. The Spread of the Industrial Revolution… Respond to the following questions on the back of your map: What conclusions can you and your group draw about the spread of industrialization over time? What can you infer about the spread of industrialization and its link to changes in population?

27. Timeline for AR and IR Determine the dates for the major elements of the Agricultural Revolution and the Industrial Revolution Use those years to create a timeline of when each element occurred

28. Homework… Finish Classwork

30. Do Now… After coming into class and quietly taking your seat, take out your World History materials and turn to your Hey History! for today. Turn In Homework!

31. Hey History! Topic: Working Conditions Today! Discuss with your table groups the types of work conditions found in jobs today… what are the types of working conditions you expect to find when you enter the work force? What about working age, work safety, benefits, and wages? Classroom List – “Desired Working Conditions of Today.”

32. Social Conditions of the United Kingdom in the 1800s… Title your paper “Social/Working Conditions of the 1800s” Read the information at your disposal. Discuss the social conditions of the time in the United Kingdom, record major ideas on your individual paper Class structure, jobs, gender roles, family roles, and economic conditions, etc. Secondary Sources Chapter 13, Sections 2 and 4

33. Working Conditions in 1800 Based upon information gathered from the resources, compile a list of working conditions in 1800. Entitle the list “Working Conditions of 1800.” Compare the two lists—desired working conditions of today and working conditions of 1800—by answering the following questions: What was a subsistence wage in 1800? How does a subsistence wage compare with minimum wage today? Why did businesses keep wages low? Why did families send their children into the workplace? Why didn’t social institutions (churches) intervene to help families?

34. Comparing Working Conditions – Mix, Pair, Share You will now compare your lists with others through a mix, pair, share! Share and compare your list of working/social conditions with each new partner… Similarities? Differences? Using your information, respond to the following prompt each time you pair up: “Were working conditions worse during the 19 th century than they are today? How/Why? Explain your reason by giving at least two examples.” You should have 2 new examples to support the question each time we switch!

35. Working Conditions – Developing Countries? write a short essay, or you may create a chart with complete sentences, comparing and contrasting the working conditions in Great Britain in the 19 th century with the working conditions in a developing country of today (e.g., China, India, Ghana, Cuba, Nicaragua). You may use your textbooks and/or smart device to research Great Britain’s and present day developing countries’ working conditions. You should also include the working conditions today for women and children and what is being done by international organizations to improve the working conditions in developing countries…

36. Homework… Finish Comparison Assignment

38. Do Now… After coming into class and quietly taking your seat, take out your World History materials and turn to the Hey History! for today. Turn In Homework from Last night Materials in the Pick Up Box

39. Test Next Week Tuesday!!

40. Hey History! Topic: Causes and Effects of the Industrial Revolution Review with your table members the causes and effects of the Industrial Revolution. … Create a T-chart that explains the causes and effects with the left side labeled Causes and the right side labeled Effects…. Consider the social aspects of the revolution, as well and the technological and economic aspects.

41. Causes and Effects of the Industrial Revolution Causes Britain possessed a favorable combination of the factors of production (land, capitol, and labor) Growing demand for textiles There was a growing need for ways to speed up production, transportation, and communication Effects Supply and demand became the driving economic force Regulating working conditions fell by the wayside Humanitarians called for reforms Reform laws were passed Unions were created, played a major role in business relations between employees and employers

42. Social Reform Movements: UK and US Each group gets one of the following reform movements from Great Britain and the United States: Extension of male suffrage Women’s suffrage Child labor reform Abolition of slavery Prison reform Public education Working conditions reforms as a result of labor unions Create a slide show with your group explaining the major points of each movement. Look for the leaders, laws/organizations, and timeframes of each movement.

43. Social Movements of Great Britain and the United States Record information about each movement in your chart in the correct column

44. Protest Boards! Working with your partner, create a signboard that could have been used as part of a protest demonstration. Your board should reflect or call for changes that these reform movements would bring about in the political and economic systems of the time (e.g., wages, working conditions, price controls, extended voting rights, worker benefits). Poster should be informative and colorful!

45. Closure… What have you learned about reforms made during the 19 th century?

46. Homework Finish Classwork Start to Study for test next Tuesday!

48. Do Now… A fter coming into class and quietly taking your seat, take out your World History materials and turn to the Hey History! for today. Materials in the Pick Up Box

49. Hey History! Topic: Vocabulary Review… Review the following terms with your fellow group members (discussion): capitalism, socialism, communism, entrepreneurs, and factors of production. Predict a definition for the following terms (written): mixed economy, collective ownership, and incentives

50. Hey History! (continued) mixed economy an economic system consisting of a mixture of either markets and economic planning, public ownership and private ownership, or free markets and economic interventionism collective ownership Ownership by a group for the benefit of members of that group Incentives An incentive is something that motivates an individual to perform an action

51. Word Grid: Economic Systems Working in table groups, complete the word grid clarifying the characteristics of capitalism, mixed economy, socialism, and communism. You should place the word “yes” in the column(s) associated with the key features or characteristic of the different types of economic systems Chapter 13, Sections 3-5

52. Top 10 Billionaires… Use the information and your smart devices to research the top ten billionaires on the list, their country of citizenship, net worth, and the industry source of their wealth. Create a chart depicting this information: Also, share any observations made after examining their charts (e.g. products or services common to the top billionaires). Billionaire Country of Citizenship Net Worth (in billions of dollars) Industry Source of Wealth

53. Bill Gates and Capitalism Work with a partner to answer the questions about Bill Gates and his accumulation of wealth.

54. Comparing Adam Smith, Karl Marx, and Robert Owen Create a three-column chart, each column titled one of the men above Provide some background information on each economic philosopher along with his economic principle. Try to use the following questions to guide your research: What did Marx mean by communism and socialism? What did Smith mean by the invisible hand? Who was Robert Owen, and what was utopian socialism? Why did communism take hold in Russia? How did Russian communism differ from Marxist communism?

55. Political Systems and Economic Systems… Consider and discuss the following questions with your group members: Can democracy exist in a communist system? Why or why not? Can dictators promote capitalism? Why or why not? Can there be a socialist democracy? Why or why not? What is a mixed economy? Can an absolute monarchy promote a mixed economy? Why or why not? Where does the United States fit on the political- economic spectrum?

56. Political Systems and Economic Systems… Political systems and economic systems on the extreme ends of the spectrum have very little in common, and it would be very difficult, if not impossible, to support each other. Use this basic premise below when addressing the above questions: Liberal Reactionary Pure Democracy    Representative Democracy    Absolute Monarchy    Totalitarian Dictatorship Capitalism    Mixed Economy    Socialism    Communism

57. Economic Theory: Bumper Stickers Create a summary statement that succinctly distinguishes between socialism and capitalism. Your summary statement should be succinct enough to become a bumper sticker; make careful language choices. Next, create a bumper sticker to represent socialism and one to represent capitalism!

58. Closure

59. Homework Finish Classwork Continue Studying over the weekend