Unit 9 and 10
Industrial Revolution and Imperialism
Who ARE You?? ? 1760-1914
Benefits/Positive or Costs/Negative
PBLQ (Project Based Learning Question)
Is progress good? LINK
Do the ends or Benefits, justify the means?
Thesis: The (benefits/costs) of going (Industrial/Imperial) are
_________________________________,
___________________________________ and they are
acceptable/unacceptable as it led to
__________________________________________________________
___________.
OR
(Industrialization/Imperialism) allowed countries to
_________________________________________________________
and ____________________________________________________,
but resulted in
____________________________________________________ which
was does/does not justify the means.
Design your own cover by drawing what is filled in your Thesis blanks. (10pts)
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DESCRIPTION Self Check Score ________________ or Teacher Score _______________
SCORE
Level 4
A
Level 3
B
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The student completed 90%- 100% of all WHO Activities.
The student communicates ideas clearly, using complete sentences.
The student offers insightful answers, which show critical thinking and effort.
The student demonstrates excellent understanding of the concepts and content.
There is no doubt in the Teacher’s mind that this student has got this and will get
an A on the Unit Test.
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Level 2
C
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Level 1
D
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Level 0
F
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The student completes 80%-89% of the WHO Activities.
The student communicates ideas using complete sentences.
The student offers complete answers, which show critical thinking and effort.
The student demonstrates a good understanding of the concepts and content;
even though, the student overlooks or misunderstands a few important ideas or details.
The teacher is a little concerned that the student may not get an A on the Unit Test.
The student completed 70%-79% of the WHO Activities.
The student communicates ideas using complete sentences.
The student offers complete answers, which show thinking and effort.
The student demonstrates an average understanding of the concepts and content;
even though, the student overlooks or misunderstands some important ideas or details.
The teacher is a little concerned that the student may not get an B on the Unit Test.
The student completed 60%-69% of the WHO Activities.
The student does not communicate ideas using complete sentences.
The student offers incomplete answers, showing little or no effort.
The student demonstrates an below average understanding of the concepts and content.
The student overlooks or misunderstands many important ideas or details.
The teacher is concerned that the student may not do well or may have to re-take the Unit Test.
The student completed less than 50 % of the WHO Activities.
The student does not communicate ideas using complete sentences.
The student offers incomplete answers, showing little or no effort.
The student demonstrates poor understanding of the concepts and content.
The student overlooks or misunderstands many important ideas or details.
The teacher is very concerned that the student may not do well or may have to re-take the Unit Test.
Name _____________________________________ Block _______100 pts
Unit 9 and 10 Industrial Revolution and Imperialism
Who Packet SCORING RUBRIC W1 ____ W2 ____ W3 ____ W4 ____
W5 ____ W6 ____ W7 ____ W8 ____ W9 ____ W10 ____ Bonus W11____
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Unit 9 and 10 Industrial Revolution and Imperialism
Skill WHII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic
decision making, and responsible citizenship by
a) synthesizing evidence from artifacts and primary and secondary sources to obtain information
about events and life in world history;
Essential Understanding:
Synthesis involves combining processed information with other knowledge to logically reach a new
interpretation and understanding of content.
Skill WHII.1c interpreting charts, graphs, and pictures to determine characteristics of people,
places, or events in world history;
Skill WHII.1d evaluating sources for accuracy, credibility, bias, and propaganda
Skill WHII.1e comparing and contrasting historical, cultural, economic, and political
perspectives in world history;
Skill WHII.1f explaining how indirect cause-and-effect relationships impacted people, places,
and events in world history;
Skill WHII.1g analyzing multiple connections across time and place;
Skill WHII.1h using a decision-making model to analyze and explain the incentives for
and consequences of a specific choice made;
Skill WHII.1i identifying the rights and responsibilities of citizens and ethical use of materials
and intellectual property; and
Skill WHII.1j investigating and researching to develop products orally and in writing.
 Gather evidence to support the arguments and conclusions.
Unit 9 Industrial Revolution
WHII.8
The student will apply social science skills to understand the changes in European nations between
1800 and 1900 by
a) explaining the roles of resources, capital, and entrepreneurship in developing an industrial
economy;
Essential Understanding:
The Industrial Revolution began in England and spread to the rest of Western Europe and the United States.
The Industrial Revolution began in England because of its abundant resources, available capital, and development
of entrepreneurship.
Advancements in technology influenced the start of the Industrial Revolution.
NEED TO KNOW
Industrial Revolution
 Originated in England because of its natural resources (e.g., coal, iron ore) and the invention and improvement
of the steam engine
 Spread to Europe and the United States (resources)
 Role of cotton, textile, iron, and steel industries (resources)
 Relationship to the British Enclosure Movement (entrepreneurship)
 Rise of the factory system and demise of cottage industries (entrepreneurship)
 Rising economic powers that wanted to control raw materials and markets throughout the world (capital)
Technological advances that produced the Industrial Revolution
 James Hargreaves: Spinning jenny
 James Watt: Steam engine
 Eli Whitney: Cotton gin
 Henry Bessemer: Process for making steel
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WHII.8
The student will apply social science skills to understand the changes in European nations between
1800 and 1900 by
b) analyzing the effects of the Industrial Revolution on society and culture, with emphasis on the
evolution of the nature of work and the labor force, including its effects on families and the status of
women and children;
Essential Understanding:
Agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the
structure and function of the family.
The Industrial Revolution placed new demands on the labor of men, women, and children.
The Industrial Revolution impacted society through advancements in science and medicine.
There were many social effects of the Industrial Revolution.
NEED TO KNOW
Advancements in science and medicine
 Edward Jenner: Development of smallpox vaccination
 Louis Pasteur: Discovery of bacteria
Impacts of the Industrial Revolution on industrialized countries
 Population increase
 Increased standards of living for many but not all
 Improved transportation
 Urbanization
 Environmental pollution
 Increased education
 Dissatisfaction of the working class with working conditions
 Growth of the middle class
The nature of work in the factory system
 Family-based cottage industries displaced by the factory system
 Harsh working conditions with men competing with women and children for wages
 Child labor that kept costs of production low and profits high
 Owners of mines and factories who exercised considerable control over the lives of their laborers
Social effects of the Industrial Revolution
 Women and children entering the workplace as cheap labor
 Introduction of reforms to end child labor
 Expansion of education
 Women’s increased demands for suffrage
WHII.8
The student will apply social science skills to understand the changes in European nations between
1800 and 1900 by
c) describing how industrialization affected economic and political systems in Europe, with emphasis
on the slave trade and the labor union movement;
Essential Understanding:
Technology developed during the Industrial Revolution. The development of new products created a higher
demand for labor.
Later reforms would try to improve working conditions and to eliminate the practice of slavery.
Workers organized labor unions to fight for improved working conditions and workers’ rights.
Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for
some.
NEED TO KNOW
Impact of the Industrial Revolution on slavery
 The cotton gin increased demand for slave labor on American plantations.
 The United States and Britain outlawed the slave trade and then slavery.
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The rise of labor unions
 Encouraged worker-organized strikes to demand increased wages and improved working conditions
 Lobbied for laws to improve the lives of workers, including women and children
 Wanted workers’ rights and collective bargaining between labor and management
Capitalism
 Adam Smith’s The Wealth of Nations
 Role of market competition and entrepreneurial abilities
 Impact on standard of living and the growth of the middle class
 Dissatisfaction with poor working conditions and the unequal distribution of wealth in society
Socialism and communism
 Karl Marx’s The Communist Manifesto (written with Friedrich Engels) and Das Kapital
 Response to the injustices of capitalism
 Importance to communists of redistribution of wealth
Unit 10: Imperialism
WHII.9
The student will apply social science skills to understand global interactions between 1800 to about
1900 by
a) locating the United States of America, describing its expansion between 1776 and 1900, and
assessing its changing role in the world;
Essential Understanding:
Between 1776 and 1900, the United States went through a period of major territorial expansion to extend from
the Atlantic to the Pacific.
The Industrial Revolution led to economic prosperity, which facilitated the entrance of the United States into
global politics.
NEED TO KNOW
Location of the United States
 The United States is located on the continent of North America in the Western Hemisphere, between the
Atlantic and Pacific Oceans.
American Expansion, 1776-1900
 The United States expanded from the original 13 colonies to include land all the way to the Pacific Ocean.
 The United States expanded through economic, political, and military means.
 The largest piece of territory was acquired through the Louisiana Purchase from France.
 Spanish American War-US gains Guam, Puerto Rico and the Philippines.
Changing role of the United States
 The Industrial Revolution made the United States a leading world economic power beginning in the nineteenth
century.
 With the Spanish American War victory, the US had become a World Power.
 This new status encouraged the United States to become increasingly involved in global politics from that point
forward.
WHII.9
The student will apply social science skills to understand global interactions between 1800 to about
1900 by
c) describing the political and social challenges faced by Latin American nations, with emphasis on
the Monroe Doctrine;
Essential Understanding;
The Monroe Doctrine was issued in 1823, alerting European powers that the American continents should not be
considered for any future colonization.
NEED TO KNOW
Impact of the Monroe Doctrine
 The Monroe Doctrine was issued by President James Monroe in 1823.
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 Latin American nations were acknowledged to be independent.
 The United States would regard as a threat to its own peace and safety any attempt by European powers to
impose their system on any independent state in the Western Hemisphere.
WHII.9
The student will apply social science skills to understand global interactions between 1800 to about
1900 by
d) assessing the impact of European colonization and imperialism on Asia, Africa, the Pacific Islands,
and Australia;
Essential Understanding:
Industrial nations in Europe needed natural resources and markets to expand their economies.
These nations competed to control Africa, Asia, Australia, and the Pacific Islands in order to secure their own
economic and political success.
Imperialism spread economic, political, and social philosophies of Europe and the United States throughout the
world.
Resistance to imperialism took many forms, including armed conflict and intellectual movements.
NEED TO KNOW
Forms of imperialism
 Colonies
 Protectorates
 Spheres of influence
Imperialism in Africa and Asia
 European domination
 European conflicts carried to the colonies
 Christian missionary efforts
 Spheres of influence in China
 Suez Canal
 East India Company’s domination of Indian states
 America’s opening of Japan to trade
Imperialism in the Pacific Islands
 European and American domination
 Motivated by a desire to control islands on the way to Asia for refueling and supplies
 Colonial powers wanted to control trade and production of raw materials in the islands
Imperialism in Australia
 Became a colony of Britain
 Originated as a penal colony for Britain
 Australia provided Britain with resources and other benefits
Responses of colonized peoples
 Armed conflicts (e.g., events leading to the Boxer Rebellion in China)
 Rise of nationalism (e.g., first Indian nationalist party founded in the mid-1800s)
WHII.9
The student will apply social science skills to understand global interactions between 1800 to about
1900 by
e) analyzing the relationship between industrialization, imperialism, and nationalism.
Essential Understanding:
Industrialization in European nations was a driving force behind the competition for overseas colonies.
This colonization resulted in rising nationalism among colonies and increased the drive for independence.
NEED TO KNOW
Relationship between industrialization, imperialism, and nationalism
 Economic advantage and competition motivated European nations to compete for colonial possessions,
resulting in nationalism in the colonies.
 European economic, military, and political power forced colonized countries to trade on European terms.
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 Industrially produced goods flooded colonial markets and displaced their traditional industries.
 Colonized peoples resisted European domination and responded in diverse ways to Western influences.
WHII.7
The student will demonstrate an understanding of the political, cultural, geographic, and economic
conditions in sub-Saharan Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by
a) locating major societies in Africa in time and place and identifying major geographic features;
Essential Understanding: Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E), African societies maintained
empires throughout West Africa, East Africa, and South Africa.
Major geographic features of Africa helped to shape these empires and included land and water features.
NEED TO KNOW
Major societies in Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.)
 Songhai
 Kongo
 Asante
 Zulu
 Ethiopia
Major geographic features
 Sahara Desert
 Niger River
 Congo River
 Horn of Africa
 Cape of Good Hope
WHII.7
The student will demonstrate an understanding of the political, cultural, geographic, and economic
conditions in sub-Saharan Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by
b) comparing and contrasting the development of social and cultural patterns in East Africa and
West Africa;
Essential Understanding:
Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E), the empires of Africa developed social and cultural
patterns as a result of indigenous traditions and interactions with foreign nations.
NEED TO KNOW
Social and cultural patterns in West Africa
 Songhai
o While Islam was practiced by rulers, most people remained loyal to their indigenous religions.
o Because of trade relationships with foreign nations and empires, Songhai was a cultural center of Africa,
including cities like Timbuktu.
 Asante (Ashanti)
o Practice of indigenous religion and use of indigenous language
o Threats from European invasion and other African empires created a militaristic society
Social and cultural patterns in East Africa
 Ethiopia
o Influence of Christianity, Judaism, and Islam through trade
o Differences in religion and European interaction caused conflict
WHII.7
The student will demonstrate an understanding of the political, cultural, geographic, and economic
conditions in sub-Saharan Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by
c) comparing and contrasting the development of social and cultural patterns in Central and
Southern Africa; and
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Essential Understanding: Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E), the empires of Africa
developed social and cultural patterns as a result of indigenous traditions and interactions with foreign nations
NEED TO KNOW
Social and cultural patterns in Central and Southern Africa
 Kongo
o Portuguese missionaries were successful in converting rulers to Christianity, resulting in the conversion of
the entire kingdom.
o The art of the Kongo was elaborate, using wood, cloth, and terra-cotta.
 Zulu
o Practice of indigenous religion, characterized by ancestral spirits and the use of magic, occurred.
History passed through oral traditions in the indigenous language.
WHII.7
The student will demonstrate an understanding of the political, cultural, geographic, and economic
conditions in sub-Saharan Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.) by
d) explaining the development of political and economic systems in African societies.
Essential Understanding: Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E.), the major African empires had
a variety of political and economic systems.
NEED TO KNOW
Political and economic systems in African societies
 Songhai
o Political system: Ruled by an absolute monarch who commanded the military and controlled an imperial
bureaucracy
o Economic system: Economy based on trade of slaves and gold to North Africa across the Sahara Desert and
overseas
 Asante (Ashanti)
o Political system: Elimination of clan tradition in favor of a unified government under a central leader
o Economic system: Economy based on trade of slaves and gold to North Africa across the Sahara Desert and
overseas
 Ethiopia
o Political system: Ruled by a monarch centered on Christianity
o Economic system: Economy based on trade of gold, ivory, and frankincense across the Sahara Desert and
overseas
 Kongo or Congo
o Political system: Ruled by a monarch with centralized power over a bureaucracy
o Economic system: Economy based on agriculture, metallurgy, and trade of ivory and slaves
 Zulu
o Political system: Ruled by a monarch with centralized power over a bureaucracy
o Economic system: Economy based entirely on agriculture and livestock
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HW Who Activity #1 Vocabulary
“benefit or cost”
LINK
Directions: For each word, tell what the positive/benefit was for society or
people and or tell what the negative/cost was for society or people.
Essential Understanding:
Synthesis involves combining processed information with other knowledge to logically reach a new interpretation and
understanding of content.
SOL 8 Vocabulary
Industrial Revolutions
1. cottage industry: a method of production in which tasks are done by individuals in their rural
homes. Goods are produced by hand, this is slower and takes longer. Textiles or making things
with cloth or wool was a big cottage industry.
2. capital: money available for investment in a business. People with capital are called
capitalists. They are the ones who start businesses or lend money to start a business. It may be
their idea or they buy someone else’s idea and makes big bucks off of it. Like, Shark Tank.
3. enclosure: large closed-in field for farming, or raising sheep or cows. Farmers vs. those who
raise livestock.
4. crop rotation: planting a different crop in a different field each year, so that you do not use
up all the nutrients in the soil. This allows you to grown more crops and make more money.
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5. entrepreneur: a person who finds new business opportunities and new ways to make profits.
It is also someone who starts a business, with their own idea or product or another’s.
6. factory: building where goods or finished products are made, usually by a machine. This
allows the owner to make more products to sell and more money. “Mass production” The first
factories were textile factories.
7. mass production: production of goods in large quantities usually by using machines and
assembly lines.
8. assembly line: pioneered by Henry Ford in 1913, a manufacturing method that allowed much
more efficient mass production of goods. He added a moving conveyor belt to the traditional
assembly line, which allowed the job to come to the worker. This speed the worker up,
because they get really good at doing one job. This in turn, means more finished products in a
shorter amount of time.
9. urbanization: city building and the movement of people to cities. People moving to cities to
work in factories. Thus, cities grow rapidly because people live close to where they work.
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10. laissez faire: French word that means “let do”. It is an economic theory that argues that
governments should not interfere with business affairs. Let supply, demand and the desires of
consumers run business and in turn the economy. Competition drives business and helps lower
prices.
11. capitalism: “let do” economic system in which people invest money to make a profit,
founded by Adam Smith, who wrote “Wealth of Nations”. People with money to invest are
called capitalists, think Shark Tank.
12. socialism: belief that businesses should be owned by society and the government as a
whole. Therefore, the needs of the people can be met as the government is watching what
business is doing and or the government owns the business.
13. communism: form of socialism in which all production is owned by the people, but in reality
the government controls supply and demand, no competition.
14. union: organized group of workers that bargain with business owners to get better pay and
working conditions. When unions began they did not have a lot of power or many members.
The bigger the union, the more power they have to get what they want from owners. The
weapon unions use is “Strike”, not making goods; therefore the business is not making money
and has a reason to deal and give the workers some of what they want, but never all they want.
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15. Collective Bargaining: When owners/management sits down with the workers to negotiate
during a strike or when writing a new contract. Both sides hope to get all of what they want,
but usually both sides get some of what they want because they have to compromise to get
everyone back to work, or working.
16. suffrage: the right to vote for women in local, state and national elections. Women had to
suffer and rage to get the right to vote.
SOL 9 Vocabulary
Imperialism
17. imperialism: the extension of a nation’s power over other lands. The strong take over the
weak for cheap raw materials to turn into finished products in the “home country” factories.
Then finished products go back to the “market” colony to be sold for big bucks. The more
colonies the richer the “home” country.
18. Berlin Conference: meeting at which Europeans agreed on rules for colonizing Africa,
without Africans being able to have any say in the process.
19. Social Darwinism: use of Charles Darwin’s ideas about evolution to explain human societies
(“survival of the fittest”). It was used a justification or a reason why countries went Imperial.
Strong dominates the weak.
20. Colony: a settlement of people living in a new territory, linked with the “home” country by
trade and direct government control.
21. Protectorate: a political unit that depends on another government for its protection. A
country that is weak, so a larger stronger country protects it.
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22. Sphere of influence: area in which one foreign nation controls all raw materials, trade and
investment.
23. Sepoy: an Indian soldier hired by the British East India Company to protect the company’s
interests in the region. The British offended them and it led to the “Sepoy Revolt”
24. Open Door Policy: policy proposed by the United States giving all nations equal
opportunities to gain cheap raw materials and to dominate trade in China. The US was strong
enough militarily to tell the other nations that the “door” to China will be open to all.
25. Suez Canal: human-made waterway in Egypt, connecting the Red and Mediterranean Seas.
The connection is called the Isthmus of Suez, it divided Africa and Asia. The canal is part of the
Silk Road that connects Europe to Asia.
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Who Activity #2 Our Town Before and After the
Industrial Revolution
“DRAW IT”
Essential Understanding:
 The Industrial Revolution began in England and spread to the rest of Western Europe and the United
States.
 Agricultural economies were based on the family unit. The Industrial Revolution had a significant
impact on the structure and function of the family.
Directions: Draw the stages of development in “Our Town” and answer
the Questions at the END.
What does this symbolize? ________________
1. Over the 150 year period of the Industrial Revolution, what was the biggest BENEFIT to your
Town?
2. Over the 150 year period of the Industrial Revolution, what was the biggest COST to your
Town?
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3. Once a town and or a nation experience Industrialization, what is the next logical step?
OVER THE PAST 4 CLASSES, YOUR TOWN SHOULD HAVE INCLUDED THE FOLLOWING:
SELF CHECK
RIVER……………………………...…..____
TREES……………………………..…..____
STREET LIGHTS……………………..____
CANAL………………………..………..____
ENCLOSURE………..………………..____
BRIDGE(3)………………...…………..____
HOUSE (40)……………….…………..____
FARMS (5) ……………….………….. ____ 2 sheep, 2 cows, 1 horse
CHURCH (4)…………………………..____
CEMETERY (5)………...……………..____
STORE (5)……………………………..____ Matches Factories?
PUB (8)………………………….……..____
COAL (2)……………………..………..____
NICE HOUSE (6)……………………..____ For the Capitalists.
FACTORY (21)………………………..____ Make sure from IR Time.
TENEMENTS (10)……..……………..____ About 4-6 floor Apartment buildings
SCHOOL (3)…………………………..____ Tiny, just the start of public Education.
RAILROAD (2)………………………..____
JAIL (2)…………………………….…..____
HOSPITALS (5)………..……………..____
MUSEUM (1)………………...………..____
UNIVERSITY (1)……….……………..____
THEATER (1)……………..…………..____
Answered QUESTIONS
____
TOTAL……………………___(25)
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Who Activity #3 History Bombs Videos
“SUMMARIZE IT ”
Essential Understanding:
The Industrial Revolution began in England and spread to the rest of Western Europe and the United States.
The Industrial Revolution began in England because of its abundant resources, available capital, and development of
entrepreneurship.
Advancements in technology influenced the start of the Industrial Revolution.
The Industrial Revolution placed new demands on the labor of men, women, and children.
There were many social effects of the Industrial Revolution.
Technology developed during the Industrial Revolution. The development of new products created a higher demand for
labor.
Later reforms would try to improve working conditions and to eliminate the practice of slavery.
Workers organized labor unions to fight for improved working conditions and workers’ rights.
Wealth increased the standard of living for some.
Directions: Summarize what you learned from each video by writing key
points, answering questions and writing a one sentence summary for
each.
1. QUESTION #1
3. 1 Industrial Revolution (In One Take) Video LINK 6 min.
What was invented, by who and how it changed life?
Pioneers of the Agricultural Revolution What did they DO?
 Charles”Turnip” Townshend-
 Jethro Tull-
 Townshend and Tull allowed England to produce more ______
than ever before.
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Pioneers of the shift from home product to factory production.
 James Hargreaves-
 Richard Arkwright-
 What were some problems with working in a factory?
The Industrial Revolution Just got HOT
 Industrialized still hungry for More
________________________________,
______________________________ and
_______________________________.
 Bolton and Watt-
 So, now have a new source of power for factory machines and
factories expand even more. Now, steam would be used for
the next Big jump of the Industrial Revolution.
Now time for the Big Deal Guy
Why was Isambad Kingdom Brunel a big deal?
Summarize it in one sentence:
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2. QUESTION #2
3.2 Did Everyone Benefit? Video LINK 5 min.
o Who benefited?
o Who benefited due to trade?
o Describe a factory?
o What was it like for workers in a factory?
o She laughs and says there are no benefits and complains about
3 things?
Summarize it in one sentence:
3. QUESTION #3 Did not benefit, Cost…
3.3 Slavery Abolish Debate Video LINK 6.40 min.
 Wilberforce said “All men are created equal”, who did he
exclude?
 Who was Olaudah Equiano and what did he do that made a
difference?
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 The guy with the SWORD said “Change is a
____________________________ thing”.
 What is an abolitionist?
Summarize it in one sentence:
4. QUESTION #4
3.4 Why did so many Protest? Video LINK 6.22 min.
 Why protest? Men before _________________.
 Luddite catch phrase” Destroy the __________
 Life for workers was going to get worse with __________ and
expensive ___________________________
 It led to an increase in taxes and the price of
_____________.
 Cotton spinners of Lancashire only had _______ members of
parliament representing how many of them?
 1830: New Wave of protest happened where ______________
by who ____________________________?
 What did they complain about?
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 The announcer says, “Protesting was a dangerous
_____________.”
 1832: The Great _______________________________ Act is
passed, getting workers more votes.
 Chartism Movement: Their charter called for three things?
 A __________________________________for
everyman over 21
 Secret __________________________,so every voter
has a free choice
 __________________________________for members
of parliament (MPs), service country and government
not just aristocrats.
 Were their demands ignored? Yes or NO
 1867: When ____________________________________
million people were given the right to vote, but not women.
 What did Emmeline Pankhurst, want?
 What was the movement called?
 In _________ some women were given the right to vote.
Summarize it in one sentence:
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5. QUESTION #5
Now, that your group knows all about the Industrial Revolution in England.
In general, list three COSTS and three BENEFITS of going Industrial?
Help LINK:
LINK
COSTS
BENEFITS
6. QUESTION #6
Do the ends or benefits, justify the costs? Why or Why not?
(3 to 5 sentences)
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Imperialism UNIT
7. QUESTION #1
3.5 Britain’s Booming Empire Video LINK 3.5 min.
 5 Why Colonize?
 3 Why Imperialize?
 How do you create an empire?
 What was the British East India Trading Company?
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 What helps you create your empire?
 By 1850 the British dominated how much of the world’s trade?
 Who was Cecil Rhodes?
 Who was David Livingstone?
 He helped Britain make a fortune on?
 Britain had the biggest ____ this helped them get and keep
colonies.
Summarize it in one sentence:
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8. QUESTION #8
Now, that your group knows all about the Imperialism.
In general, list two COSTS and two BENEFITS of going Imperial?
Help LINK: LINK
COSTS
BENEFITS
9. Do the ends or benefits, justify the costs? Why or Why not?
(3 to 5 sentences)
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Who Activity #4 What were people’s lives like
during the Industrial Revolution
“LIVE IT”
Essential Understanding:
 The Industrial Revolution placed new demands on the labor of men, women, and children.
 There were many social effects of the Industrial Revolution.
 Later reforms would try to improve working conditions and to eliminate the practice of slavery.
Directions: What was it like living during the Industrial Revolutions?
1. Open the LINK to view Child Labor Pictures.
2. Pick two from the categories BELOW and view the pictures.
Child Labor Categories:
Make sure all are covered by the group
The Textile Mill:
Newsies:
Miners:
The Factory
Seafood Workers:
Little Salesman:
I picked _______________________________ and _______________________________
3. Although this website shows child labor in the United States,
conditions were the same in England and any country that
industrialized.
Based on the pictures what was it like as a working kid during the
Industrial Revolution. (3-5 sentences).
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4. Open the LINK and read what is on the page. Use what you have
read to write your 3-5 sentences on what it was like to be a
woman or a child during the Industrial Revolution.
5. READ about Sir Edwin Chadwick and his work, answer his four questions.
LINK
Sir Edwin Chadwick:
 As a result of Sir Edwin Chadwick’s work, what law was passed in 1848?
 Which evil is Chadwick trying to cure with this writing?
 Which class of worker has experienced death, widowhood, and orphanage?
 What is the cause of this?
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6. Select ONE of the three men LINK : WILLIAM EDDY,
THOMAS BROWNLOW or JOSEPH EDDY.
I Picked ____________________________________
READ your person’s labor story and answer the questions (BELOW) that
belong to the person you picked. Each group member should do a different
person.
William Eddy
How many people shared 16 beds?
What was more harmful for breathing?
What is his biggest complaint about the mines?
Thomas Brownlow
What was his job?
How much hotter did the room get in the summer (with the men, candles, irons)?
What body part on a Tailor, fails first?
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Joseph Eddy
What injured the miners more than the actual mines?
Which group was helped when the legislature or parliament, stepped in to protect them from
At the end, Chadwick mentions that the lives of workers revolve around one thing. What is the
one thing that causes so much grief and problems?
7. Now, that your group has read about the costs of Industrialization on children,
women and men, do you think going Industrial is a wise choice for a nation?
8. Do the ends or benefits, justify the costs? Why or Why not?
(3 to 5 sentences)
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HW: Who Activity #5 Anatomy of Ideas
“Demonstrate It”
Essential Understanding:
Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for
some.
Directions: Add 4 key facts or ideas onto your person to demonstrate
what you learned from the following Sources: Smith and Marx
Readings, class PowerPoint and LINK.
During the Industrial Revolution the way people thought changed.
Especially, about the economy and politics.
For this activity, you will do anthropomorphism. 2 in the group will
do Communism and 2 will do Capitalism and exchange answers.
You will be add 4 details to each person, to show you know what
they were thinking and how they changed the way others thought
during this time.
Karl Marx-Communism
Adam Smith-Capitalism
Communism:
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Detail #1
Detail #1
Detail #2
Detail #3
Detail #1:
Detail #2
Detail #3
Detail #4
Include in your Details at least one COST and one BENEFIT for each philosophy.
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Capitalism:
Detail #1
Detail #1
Detail #2
Detail #3
Detail #4
Include in your Details at least one COST and one BENEFIT for each philosophy.
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Who Activity #6 Connecting Topics and Ideas
”FLOW CHART IT”
Essential Understanding: Skill WHII.1c interpreting charts, graphs, and pictures to determine characteristics of
people, places, or events in world history;
Directions:
Step ONE: Complete the Flow-in-dustrial and Flow-go PAPER chart with your
Who group.
Step TWO: On paper plates, write down the information that you put on your
flow chart.
Step THREE: Pick a wall in the classroom, using painters tape recreate your
group’s Flow-in-dustrial and Flow-go chart.
Step FOUR: When done call Ms. Z over to grade.
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Who Activity #7 Africa Before Imperialism
“RESEARCH IT”
Essential Understanding:
 Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E), African societies maintained empires throughout West
Africa, East Africa, and South Africa.
 Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E), the empires of Africa developed social and cultural
patterns as a result of indigenous traditions and interactions with foreign nations.
 Essential Understanding: Between about 1500 A.D. (C.E.) and about 1800 A.D. (C.E.), the major African empires had
a variety of political and economic systems.
Directions: Complete each step using the LINKS.
Step One-Find IT on a Timeline AND CREATE YOUR OWN.
o Using this Duckster’s LINK Timeline of Ancient African History.
o Find these Major Societies and when they rose to power and put
them on a Timeline
Major societies in Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.)
o Songhai Empire
o Kongo Kingdom
o Asante-People of Ghana
o Zulu Kingdom LINK
o Kingdom of Axum-Ethiopia
CREATE MAJOR SOCIETIES IN AFRICA:
Rise to Power TIMELINE
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STEP TWO - FIND It and add to your map
o Using this Duckster’s LINK and the search bar for the site, locate
where each major society of Africa is located. Add it to the map.
NEED TO KNOW
Major societies in Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.)
 Songhai Empire
 Kongo Kingdom
 Asante-People of Ghana
 Zulu Kingdom LINK
 Kingdom of Axum-Ethiopia
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Step THREE-Watch It
o Pick TWO Empires to learn more about. Using the Video LINKS
next to the two Kingdoms or Empires your picked, write down
two things that your learn.
Major societies in Africa from about 1500 A.D. (C.E.) to about 1800 A.D. (C.E.)
 Songhai Empire LINK 7.17 min.
1.
2.
 Kongo Kingdom
LINK 8:09 min.
1.
2.
 Asante-People of Ghana LINK 8.25
1.
2.
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 Zulu Kingdom LINK 7.31 min. or LINK 7.11 min.
1.
2.
 Kingdom of Axum-Ethiopia LINK 10 min. or LINK 5.58 min.
1.
2.
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Who Activity #8 Going Imperial-Motives
“IDENTIFY IT”
Essential Understanding:
 The Industrial Revolution led to economic prosperity.
 Industrial nations in Europe needed natural resources and markets to expand their economies.
 These nations competed to control Africa, Asia, Australia, and the Pacific Islands in order to secure their
own economic and political success.
Directions: Read what motivated countries to go Imperial and answer Questions
1. “A New Imperialism Reading HANDOUT” Read and answer Why Go
Imperial?
2. “Motives HANDOUT ” Read and Answer Why Go Imperial?
Economic-
Political-
Religious-
Exploratory-
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Ideological-
3. Define: Imperialism in your own words. Draw a picture.
4. Do the ends or benefits, justify going Imperial? (3-5 Sentences)
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Who Activity #9 Going Imperial-Maps
“MAP IT”
Essential Understanding:

Between 1776 and 1900, the United States went through a period of major territorial expansion to extend from the Atlantic to
the Pacific.
 The Monroe Doctrine was issued in 1823, alerting European powers that the American continents should not be considered for
any future colonization.
 These nations competed to control Africa, Asia, Australia, and the Pacific Islands in order to secure their own economic and
political success.
 Imperialism spread economic, political, and social philosophies of Europe and the United States throughout the world.
Directions: Complete the following maps.
STEP ONE: Two in group do Africa, Two in group do asia
MAP #1 and #2 7.2 Worksheet -Africa Map
7.3 Worksheet - Asia Map
Directions: Using the list below, shade or color the 2 map HANDOUTS to indicate which
European nation controlled each African or Asian territory. For cities on the Asia map, color a
larger circle around the dot.
Africa
Belgian Congo (Belgium)
Sierra Leone (Britain)
Gold Coast (Britain)
Nigeria (Britain)
Egypt (Britain)
Uganda (Britain)
British East Africa (Britain)
Northern Rhodesia (Britain)
Nyasaland (Britain)
Walvis Bay (Britain)
Bechuanaland (Britain)
Southern Rhodesia (Britain)
South Africa (Britain)
Swaziland (Britain)
Basutoland (Britain)
British Somaliland (Britain)
Gambia (Britain)
Sudan (Britain)
Spanish Morocco (Spain)
Rio de Oro (Spain)
Spanish Guinea (Spain)
Liberia (Independent)
Ethiopia (Independent)
Togoland (Germany)
Cameroon (Germany)
German East Africa (Germany)
South West Africa (Germany)
Libya (Italy)
Eritrea (Italy)
Italian Somaliland (Italy)
Port Guinea (Portugal)
Cabinda (Portugal)
Angola (Portugal)
Morocco (France)
Algeria (France)
Tunisia (France)
French Equatorial Africa (France)
French West Africa (France)
French Somaliland (France
Madagascar (France)
Asia
Bhutan (Britain)
Brunei (Britain)
Cambodia (France)
Ceylon (Britain)
Chinese Republic (Independent)
Hong Kong (Britain)
India (Britain)
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Step TWO
In your GROUP, using the 2 maps, answer the following questions.
1. Which nation controlled the most land in Africa?
2. Which nations do you think started late in the race for an empire in Africa,
why?
3. Why do you think Belgium, which was not a large military power, was able to
gain control of a sizeable portion of central Africa?
4. Compare your Africa map to this LINK to a political map of Africa. Are the
TODAY borders similar to the borders randomly drawn by the Europeans at the
Berlin Conference?
5. What long term effects did the Berlin Conference have on Africa? Use this LINK
6. On your Asia map, which nation controlled the most territory?
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7. China remained independent, due to the U.S. “Open Door Policy”
What is the Open Door Policy? Use this LINK
Did the US do this out of the “goodness of their heart”?
Step Three-US Imperialism
8. What are three other examples of America going Imperial? Use this LINK
9. Before America got lucky with a quick, easy war against Spain, the first two
territories they gained were Alaska and Hawaii. Alaska we bought for 7 million
from Russia, who needed money to fight a war with Japan. Hawaii, we basically
pushed a young queen aside at the request of the American businessmen who
owned land in Hawaii.
Out of all these territories (SEE MAP BELOW), which do you think gained the US
the most raw materials and markets?
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10. Don’t forget the US was still protecting _______________________ with the
Monroe Doctrine of 1823. The Doctrine underwent an update when Teddy
Roosevelt became president in 1901, he added to the Monroe Doctrine with his
Roosevelt Corollary, Corollary means add on. The Add ON said to Europe, if you
do come into our backyard, we will be happy to break out our Big Stick or
MILIATRY and “beat” you. Basically the Corollary got US into two world wars
when first Germany (WWI) stepped to US and then Japan (WWII).
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11. So, obviously during the Age of Imperialism countries dominated
Asia, Africa and the Pacific. Gaining raw materials for their factories
and finished products or consumer goods for both home and colonial
markets.
Do the ends or benefits, justify the domination of colonies and their
peoples? (3-5 Sentences)
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Who Activity #10
Going Imperial-Taken Over
“They pay for IT”
Essential Understanding:
 Industrial nations in Europe needed natural resources and markets to expand their economies.
 These nations competed to control Africa, Asia, Australia, and the Pacific Islands in order to secure their
own economic and political success.
 Imperialism spread economic, political, and social philosophies of Europe and the United States
throughout the world.
 Resistance to imperialism took many forms, including armed conflict and intellectual movements.
 This colonization resulted in rising nationalism among colonies and increased the drive for
independence.
STEP ONE: INDIA
How did British rule impact India and how did British rule lead to resistance within India?
Directions: Read the following documents and answer the following
questions
Document #1 Joe Smith, British Historian
“How do your Indian people suffer? In fact, British rule of India brought
improvements and health. We improved sanitation and the medical conditions of
the people, built a school system similar to our own British system and brought all
the blessings of European technology; factories, railroads, telephones, electricity,
farm machinery!!! Why, the British introduced Christianity and democratic
government to your people!!! Is this suffering?”
Does the speaker agree or disagree with imperialism? Why? Could he be a little
biased?
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Document #2
As an Indian woman, I am happy about some of the changes the British
have made however it was not their place to decide what to change and when to
change it. They have ended some of the most long held cultural traditions and
practices without thinking about how it will affect us, the people they day they
are helping. What gives the British the right to end the Caste System that has kept
out society orderly for thousands of years? Why is it their decision to end the
practice of sati? Why do the British get to decide that a women should have the
right to divorce her husband or own land? It is not their place to tell us how to live
our lives in our own country.
Name two cultural practices the British ended in India?
Why is the woman angry about the end of these practices?
Document #3 Mohandas Gandhi offers a complaint about imperialism
You English committed one supreme crime against my people. For a
hundred years you have done everything for us. You have given us no
responsibility for our government.
What is Gandhi’s criticism of imperialism?
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Summary: Based on the above documents what are the positives and
negatives of British imperialism in India?
Positive/Benefits
Negative/Costs
Step TWO: China
Directions: Open PowerPoint LINK and complete the questions.
Imperialism in China
I. Overview
A. China is the Imperialistic nation’s dream state
B. Historically, China has resisted influence
1. Prided itself on being ____________________________
2. Had a favorable balance of trade
a. Meaning?
___________________________________________
___________________________________________
___________________________________________
C. Europe’s goal: to find a product that China would want
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1.___________________________
2.____________________________________: Fought between
China and Great Britain
a. Detail from Video Clip:
b. China lost, and had to give up Hong Kong to Britain (a port
city)
c. The British governed Hong Kong until
_______________________, now it is again part of China.
Are the citizens of Hong Kong happy about
this?______________________________
II. Problem Time in China
A. Population skyrockets, but the _______________________________
doesn’t follow. Why not?
_____________________________________________________________
_____________________________________________________________
1. Flooding, government __________________ leads to less food
production
2. Why is this
bad?____________________________________________________
________________________________________________________
B. _______________ _______________ increased and doing drugs makes
you STUPID as it kills brain cells you need to be successful in life.
C. China tried to reform-make change by ____________________, but the
government is too weak to fix the problems
III. Europe Steps In to _______________________
A. Europe took advantage of a weak China and _________________________
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B. The _________________________ following each fight gave the European
nations power and ______________________ in China
C. Each nation had Sphere of Influence: _______________________________
D. Video: The US stepped in and did what?
IV. Boxer Rebellion
A. Chinese are upset with the foreign interference
B. Peasants and Workers=_______________________________
C. 1900: Boxers rebelled, marching on the capital screaming
________________________________________________
D. Soldiers from __________________________________ banded together to
defeat the Boxers
V. Results of the Boxer Rebellion
A. China remained resistant to the European ways, but they did open up
enough to welcome in ______________________ for the nation
B. For example: ______________________________ is outlawed in 1912, but
does not end until the communists take over in 1949.
VI. What’s going on in the rest of ASIA?
Lands primarily owned by France and the Dutch East India Company
A. The Dutch take over and dominate _______________________________
B. The French take over and dominate ______________________________,
_________________________________, _________________________.
STEP Three: Africa
Directions: Open LINK, Read and complete the questions.
Multiple Choice: Choose the best answer. Go back into the article to help.
1. What was the author’s purpose in writing this article?
A. To persuade the reader that colonialism had only negative effects on
Africans.
B. To inform the reader that colonialism had only positive effects on
Africans.
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C. To explain how the European nations used their power to destroy
Africa.
D. To inform the reader of the positive and negative effects of
colonialism on Africa.
2. Which of the following sentences LEAST supports the main idea of the
selection?
A. The economic structure of African society was changed by the
Europeans.
B. Colonialism had a huge impact on the lives of Africans
C. Europeans started employing Asian immigrants, creating tension
between the Asians and Africans.
D. Overall, there were many negatives, but some positives to
colonialism in Africa.
3. Which of the following was NOT a negative effect of colonialism in Africa,
according to the article?
A. Africans were introduced to formal education and Western medicine
by Christian missionaries.
B. Africans were forced to work on farms and mines in terrible working
conditions.
C. The African economic system was changed to a cash crop system,
leading to famines in Africa.
D. European colonial powers did not industrialize or modernize Africa.
4. Which of the following was NOT a positive effect of colonialism in Africa,
according to the article?
A. Europeans established boundaries, making the process of
independence easier with the predetermined state formation.
B. The growth of the African population was aided by the Western
medicine introduced by Europeans.
C. The Christian religion made African spirituality simpler and took away
the need for sacrifices and rituals.
D. Trade was prohibited between Africans, so Africans were forced to
export all cash crops produced and minerals mined.
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5. Which of the following is the MAIN reason a famine occurred in Africa
during colonial times?
A. Europeans took away all the food from the Africans.
B. Europeans did not allow the Africans to eat.
C. Europeans forced the Africans to focus on cash crops.
D. Europeans took away all the Africans’ land.
6. What is the purpose of this cartoon? (man and snake)
A. To show how the Africans were controlling the Europeans.
B. To show how the Europeans were controlling the Africans.
C. To show that Africans were great snake charmers.
D. To show that Africans were not great snake charmers.
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7. What is the best reason the cartoonist titled this cartoon, “Gold Diggers?”
A. Europeans stole gold from Africa.
B. Africans stole gold from Europeans.
C. Europeans were money-hungry.
D. Africans were money-hungry.
STEP Four: Africa , India and China
Clash Between Cultures (Zulu, Sepoy, Boxer)
Directions: Open LINK, read, answer the questions and take topic notes.
What is Nationalism?
What are Colonies?
What was the Scramble for Africa?
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What was the Zulu War in Africa?
What was the Sepoy Rebellion in India?
What was the Boxer Rebellion in China?
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BONUS Who Activity #11
Learning about Political Cartoons
“CARTOON IT”
Essential Understanding:
Directions: Review the Analyzing Political Cartoons PowerPoint and then
complete the activity sheet with your group.
Political Cartoons Group Activity Sheet
1. Define Imperialism:
2. Select a Cartoon Slide # ________ LINK
Name the event, topic or subject covered in your cartoon:
What is the event or topic? _______________________________
What is the year? _______________________________________
What countries are involved? _____________________________
What people are involved? _______________________________
3. What is the Historical Background of your cartoon?
What was going on at that time that would bring about the creation of your
Cartoon? Describe the event or circumstances.
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4. Analyzing the Picture…
What Caricatures are represented?
What Symbols are being used?
Is there a caption or writing? What does it say?
What does the cartoonist intend or mean?
What is the message?
6. Which side did the cartoonist take?
Imperialist or Anti-Imperialist?
How do you know?
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