World History 2, Quarter 1, Unit 2 of 3
Age of Revolution: Causes and Consequences—
The Industrial Revolution, 1700–1850
Overview
Overall days: 13
(1 day = 50-55 minutes)
Purpose
This unit introduces students to the Industrial Revolution of the 18th and 19th centuries in a global
context. Industrialization was made possible by the “fossil fuel revolution,” a fundamental breakthrough
in human history. Students explore how exploitation of coal and steam energy allowed humans to
manufacture goods on a much larger scale than ever before. The unit asks students to set industrial
developments in England in a global context of transoceanic trade, American slavery, and the revolution
in transport. Students then investigate how societies elsewhere in the world took part in the Industrial
Revolution, many of them producing raw materials for the world market rather than industrializing.
Content to be learned
Processes to be used

Define the Industrial Revolution and
understand the global context of the Industrial
Revolution that began in Britain.


Explain the expanding world market economy’s
relationship to early industrialization in Britain.
Analyze cause-and-effect relationships that
linked the expanding world market economy of
the 17th and 18th centuries with early
industrialization.

Organize information to show relationships
between and among various individuals,
systems, and structures connecting early
industrialization in Britain with its commercial
relations with continental Europe, India, and
the Caribbean.

Compare and contrast differing values,
behaviors, and institutions related to social
conditions in Britain during early
industrialization.

Analyze multiple factors of causation related to
the abolition of the trans-Atlantic slave trade
by Britain, the United States, and France.

Assess the causes of industrialization in
Britain.

Assess the social conditions and consequences
of early industrialization in Britain.

Understand the causes and consequences of the
abolition of the trans-Atlantic slave trade.
Essential questions students should be able to answer by end of unit

What global patterns of change, both positive
and negative, contributed to the early industrial
and energy revolution in Britain?

What particular conditions or advantages help
explain why Britain led the way in developing
new energy sources and industries?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

Why did industrialization in Britain have both
positive and negative social consequences?

Why did Britain and other countries abolish the
trans-Atlantic slave trade?
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World History 2, Quarter 1, Unit 2
Version 2
Age of Revolution: Causes and Consequences—The
Industrial Revolution, 1700–1850 (13 days)
Written Curriculum
Grade-Span Expectations
HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (5-6) – 2 Students chronicle events and conditions by…
b. summarizing key events and explaining the historical contexts of those events
HP 2 (9-12)– 3 Students show understanding of change over time by …
a. tracing patterns chronologically in history to describe changes on domestic, social, or economic life (e.g.
immigration trends, land use patterns, naval military history)
National Standards for History (World History, Grades 5–12)
Era 7: An Age of Revolutions, 1750-1914
Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850.
2A The student understands the early industrialization and the importance of developments in
England. Therefore, the student is able to

Analyze relationships between the expanding world market economy of the 16th through 18th centuries
and the development of industrialization. [Analyze cause-and-effect relationships]
2B The student understands how industrial economies expanded and societies experienced
transformations in Europe and the Atlantic basin.
2C The student understands the causes and consequences of the abolition of the trans-Atlantic slave
trade and slavery in the Americas.
Common Core State Standards for Literacy in History/Social Studies
Text Types and Purposes
WHST.9-10.1
D-10
Write arguments focused on discipline-specific content.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims
in a discipline-appropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from or supports the
argument presented.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Age of Revolution: Causes and Consequences—The
Industrial Revolution, 1700–1850 (13 days)
World History 2, Quarter 1, Unit 2
Version 2
Production and Distribution of Writing
WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Notes, Clarifications, and Prerequisites
New to the grade span is the idea of summarizing key events along with including the context of those
events. Instruction should model for students how to provide historical context in a written summary.
Also new to the grade span is the skill of tracing patterns from one era to the next in order to capture
changes in social or economic life. Instruction should include examples of those social and economic
patterns.
Please be cognizant of the influence of the Industrial Revolution on the abolition of the trans-Atlantic
slave trade.
The American Revolution should be used as review in order to better illustrate the ideologies that arose
with the French Revolution.
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
World History, Pearson, 2011


Teacher’s Edition (pp. T10-T31, 606-621)

Transparencies (pp. 116, 140)

Assessment Rubrics (pp. 32)

Viewpoints (p. 47)



Analyze the national and global origins of
industrialization in Britain in the late 18th and
early 19th centuries. (4 days)
Explain the benefits and problems that came
with industrialization in Britain and other
countries. (3 days)
World History for Us All
Analyze the connections between industrial and http://worldhistoryforusall.sdsu.edu
primary product economies before 1850.
 Big Era 7, Panorama Teaching Unit
(2 days)
 Big Era 7, Landscape Teaching Unit 7.1 (The
Identify and account for the reasons for the
Industrial Revolution as a World Event)
abolition of the trans-Atlantic slave trade by
Britain, the United States, and France. (4 days) Witness History audio CD
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

From Hand Power to Steam Power

Riding the Railway

Stench & Sickness
D-11
World History 2, Quarter 1, Unit 2
Version 2
Age of Revolution: Causes and Consequences—The
Industrial Revolution, 1700–1850 (13 days)
Instructional Considerations
Key Vocabulary
capital
labor union
cartel
stock
corporation
tenement
enclosure
urbanization
entrepreneur
Planning and Instructional Delivery Considerations
This unit addresses the origins and early decades of the Industrial Revolution. Students will be able to
utilize visual and mathematical data presented in charts and tables, interpret evidence, develop historical
perspectives, draw comparisons across various regions, challenge arguments of historical inevitably,
identify cause and effect, and analyze issues and problems of the past. The strategies listed below
represent a menu of choices and possibilities to support each learning objective.
Students may enjoy hearing the valuable background information provided on the Witness History CD.
The following teaching strategies are aligned to the order of the learning objectives.

To ensure that students will be able to analyze the national and global origins of
industrialization in Britain in the late 18th and early 19th centuries (4 days):
Teach Lesson 2 (The Industrial Revolution: What Difference Did It Make?) in the Panorama
Teaching Unit (The Modern Revolution) in Big Era 7 in World History for Us All. Standard 2:
Historical comprehension

To ensure that students will be able to explain the benefits and problems that came with
industrialization in Britain and other countries (3 days):
Teach Lessons 1 (What Was So Steamy About Industrialization in Britain?) and 2 (What Was So Hot
About Industrialization in Britain?) in the Landscape Teaching Unit 7.1 (The Industrial Revolution as
a World Event) in Big Era 7 in World History for Us All. Standard 2: Historical comprehension

To ensure that students will be able to analyze the connections between industrial and primary
product economies before 1850 (2 days):
Teach Lesson 3 (How Did Industrialization of Textile Production Change British Policies Toward
Trade?) in the Landscape Teaching Unit 7.1 (The Industrial Revolution as a World Event) in Big Era
7 in World History for Us All.

To ensure that students will be able to identify and account for the reasons for the abolition of
the trans-Atlantic slave trade by Britain, the United States, and France (4 days):
Have students read the corresponding sections in the textbook that pertain to abolition. Hold a class
debate on the statement, “The British Parliament should abolish the trans-Atlantic African slave
trade.” In organizing the two debate teams, identify what sort of individuals and interests in Britain
and its colonies are to be represented on each side. Standard 3: Historical analysis and
interpretation
D-12
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Age of Revolution: Causes and Consequences—The
Industrial Revolution, 1700–1850 (13 days)
World History 2, Quarter 1, Unit 2
Version 2
Additional Teaching Strategies
The following pages list strategies for the concepts being studied and are listed in the order of the learning
objectives:

Cause-and-effect relationships between countries that industrialized versus countries that produced
raw materials for industrialized countries (Transparencies, p. 140)

The impact of industrialization on Britain (Transparencies, p. 116)

Impact of the Industrial Revolution on the world today from the perspective of different societies
(Viewpoints, p. 47)
Brainstorm reasons why the Industrial Revolution began in Great Britain. Create a class chart to be
displayed on the wall for easy reference.
Have students compare an English cotton mill and a Caribbean slave plantation as systems of mass
production and factory labor. Can a sugar plantation producing for the world market be described as a
factory? What impact did commercial agriculture using slave labor in the Americas have on the Industrial
Revolution?
On a world map, label Britain’s major international commercial connections and interests during the
period of early industrialization. How did these connections and interests contribute to the Industrial
Revolution? Standard 3: Historical analysis and interpretation
Compare political, social, economic, and technological conditions in Great Britain and India in the later
18th century. Which of those factors might explain the more rapid development of industry in Great
Britain than in India?
Research the conditions of children employed in factories and mines in England in the early 19th century.
What changes in children’s working conditions were brought about by the Factory Act of 1833?
Use scaffolding techniques and differentiated instructional guidelines suggested by the Pearson Teacher’s
Edition (pp. T10-T31) for struggling learners.
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the decline of the trans-Atlantic slave trade, ask students to
respond to the following prompt: “What was one important factor in the British abolition of slavery that
was not related to industrialization?”
To assess the progress of understanding:

how to analyze the national and global origins of industrialization in Britain in the late 18th and
early 19th centuries, have students create a graphic organizer that lists the domestic and global
resources associated with industrialization in Britain. From this graphic organizer, have students write
a short response to the following prompt: “The Industrial Revolution in Britain was mainly a
consequence of domestic circumstances and had little to do with its colonies. Do you agree or
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-13
World History 2, Quarter 1, Unit 2
Version 2
Age of Revolution: Causes and Consequences—The
Industrial Revolution, 1700–1850 (13 days)
disagree?” Students should substantiate their claims with evidence from the lessons and the textbook.
Standard 3: Historical analysis and interpretation

how to explain the benefits and problems that came with industrialization in Britain and other
countries, have groups of students construct a dialogue in a coffee house in 1830 between the
following characters who reflect upon how and why their lives have been changed by
industrialization. The characters should include a landowner, a factory owner, a male cotton mill
worker, a female cottage lace maker, and an agricultural laborer. The students should perform their
dialogues for the class.

how to analyze the connections between industrial and primary product economies before 1850,
have students create an Industrial Revolution natural resources/raw materials needs–wants graphic
organizer to help them understand the cause-and-effect relationships between industrial and primary
product economies before 1850.

how to identify and account for the reasons for the abolition of the trans-Atlantic slave trade by
Britain, the United States, and France, have students construct a timeline of the major events
leading to the abolition of the trans-Atlantic slave trade by Britain, the United States, and France. Use
the timeline rubric (Assessment Rubrics, p. 32) for scoring the timeline. Standard 1: Chronological
thinking
Summative Assessment
To address the Essential Questions, have students write a five-paragraph informative essay focusing on
the global patterns of change, either positive or negative, that contributed to the early industrial and
energy revolutions. Use the Pearson assessment rubric for scoring.
When students are working on this summative assessment, take the opportunity to implement writing
standards for literacy in history/social studies WHST.9-10.2 and WHST.9-10.4.
Notes
D-14
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin