 P.L.H.S. Social Studies - Outcome Analysis Plan
Course: World History
Unit 8: Industrialization and Nationalism
History Standard: The student uses a working
knowledge and understanding of significant individuals,
groups, ideas, events, eras, and developments in the
history of Kansas, the United States, and the world,
utilizing essential analytical and research skills.
Teachers Armstrong
Benchmark: 2
The student uses a working knowledge and
understanding of individuals, groups, ideas,
developments, and turning points of the Age of
Revolutions (1650-1920).
Indicators: The student:
1. (A) explores industrialization and its consequences in Britain (e.g., rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of middle
class).
2. (K) describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.gl, romanticism; impressionism, impact of Asian culture
on western culture).
▲Recommended indicators to be assessed by the Kansas Social Studies Assessment. Grade level (6, 8, or 11) is indicated.
(A) Application
(K) Knowledge
Basic Social Questions:
1. Why did the Industrial Revolution begin in Great Britain? (Outcome 7: What are the decisions societies must make about the production, distribution
and consumption of resources?
2. Why were there so many new inventions in the textile industry in such a short period of time? (Outcome 8: How does inequality of circumstance drive
social interaction?)
3. What were several ways in which industrialization spread? (Outcome 3: How do movement and interaction promote evolution of society?)
4. List some of the principal developments that led to the industrialization in the United States. (Outcome 3)
5. What were the living conditions of factory workers like during the Industrial Revolution? (Outcome 5: How do interactions between social roles, statuses
and groups create social networks? Outcome 8: How does inequality of circumstance drive social interaction?)
6. What factors led to the rise of the middle class? (Outcome 8 & 7).
7. How did changes in production methods lead to an improved standard of living? (Outcome 4: How are societal characteristics maintained from one
generation to the next? What is the most important choice made by each person in a society?)
8. What advantages did corporations have over sole ownerships and partnerships? ((Outcome 8 & 10: Why is regulation by government necessary in
society?)
9. How did the business cycle work after the Industrial Revolution? (Outcome 7)
10. What might be some outcomes of implementing Adam Smith’s theories about free enterprise? (Outcome 3, 7, 8, & 10)
11. Why would improving education and guaranteeing individual liberty help the working class? ((Outcome 7, 8, 9, & 10)
12. How did socialism differ from capitalism? (Outcome 8)
13. How did democratic socialism differ from communism? (Outcome 9 & 10)
14. How did Marconi’s method of communication build on that of Alexander Graham Bell? (Outcome 7)
15. How did the theory of evolution change science? (Outcome 4 & 7)
16. How was the development of history like that of political science? (Outcome 4)
Chapter 22 Objectives
1. Explain why the Industrial Revolution began in Great Britain.
2. Describe how inventions in the textile industry led to other new inventions.
3. Analyze the effects that developments in transportation and communication had on the spread of the industrial Revolution.
4. Explain how the increased use of machinery affected workers and working conditions.
5. Identify the differences between the middle class and the working class.
6. Analyze how the lives of women changed during the Industrial Revolution.
7. Explain how and why the methods of production changed during the Industrial Revolution.
8. Identify what caused corporations to emerge and the effects they had on business.
9. Define the business cycle and explain how it affected society.
10. Identify Adam Smith’s ideas and explain how they affected people’s views of industrialism.
11. Explain the causes of reform movements.
12. analyze how workers tried to improve their lives.
13. Describe the type of society that early socialists wanted to establish.
14. Explain how Robert Owen put his socialist beliefs into action.
15. Explain what karl marx believed would happen to the capitalist world of the 1800’s.
16. Identify some of the competing ideas that arose out of Marxism.
Chapter 23 Objectives
1. Examine how the development of electricity led to other technological advances.
2. Identify the inventions that improved communications.
3. Analyze the importance of the internal combustion engine.
4. Explain how cell theory changed over time.
5. Investigate why Darwin’s theory was so significant and controversial.
6. Describe how scientific discoveries changed the nature of medicine and surgery.
7. Identify the advances made in the field of physics.
8. Explore how science influenced the study of politics, economics, and history.
9. Examine how archaeology, anthropology, and sociology explored cultures.
10. Investigate how the study of the human mind developed.
11. Explain why people emigrated.
12. Analyze why cities grew and how they changed as they grew.
13. Identify the ways in which public education changed society.
14. Describe how the leisure activities we know today began to develop.
15. Explore the ideas that drove the romantic movement.
16. Identify the artists, writers, and musicians of the romantic movement.
17. Explain how realism differs from romanticism.
18. Explore the other artistic movements that emerged during this time.
Assessment
1. Chapter 22 & 23 Test; Quizzes; multiple worksheets
High School Instructional Suggestions
1.
Subject Area Focus:
Cross References with other Outcomes:
State Social Studies Themes and Goals Supported:
1. people
2. place
3. region
4. environment
5. change
6. science connections
7. technology
8. society
9. skills: maps, graphs, and tools
10. acquire and organize discipline content
World History Outcome #
Instructional Suggestions:
Key Vocabulary:
Enclosure movement, crop rotation, Industrial Revolution, factors of production, mechanization, factory system, vulcanization, Jethrow Tull, Richard Arkwright, Eli
Whitney, James Watt, Henry Bessemer, Robert Fulton, Samuel Morse, tenements, capitalism, commercial capitalism, industrial capitalism, interchangeable parts, mass
production, corporations, monopoly, cartels, business cycle, depression, free enterprise, laissez-faire, humanitarians, utilitarianism, strike, unions, collective bargaining,
Adam Smith, thomas malthus, David Ricardo, Charles Dickens, Jeremy Bentham, John Stuart Mill, means of production, socialism, utopian socialists, proletariat,
communism, democratic socialism, dynamo, aerodynamics, Michael Faraday, Thomas Edison, Alexander Graham Bell, Guglielmo Marconi, Wilbur and Orville Wright,
biological sciences, physical sciences, evolution, genetics, pasteurization, antisepsis, radioactivity, quantum theory, special theory of relativity, Charles Darwin, Louis
Pasteur, Alexander Fleming, Dmitry Mendeleyev, Wilhelm C. Rontgen, Pierre and Marie Curie, Max Planck, Albert Einstein, social sciences, social Darwinism,
psychoanalysis, psychiatry, emigrations bobbies, suburbs, jane Addams, Sir Robert Peel, Walter Camp, romanticism, realism, regionalism, naturalists, impressionists, Sir
Walter Scott, Grimm brothers, James Fenimore Cooper, Ludwig van Beethoven, Pyotr Illich Tchaikovsky, Mark Twain, Emile Zola, Paul Cezanne
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