2012 Economic Theories of the
Industrial Revolution Lesson
Date your papers:
Monday, March 12, 2012
Tuesday, March 13, 2012
Wednesday, March 14, 2012
Block Days: Thursday, March 15 and Friday,
March 16, 2012
Industrial Revolution Study Guide
Questions This Lesson Covers:
• 16. What were dominant
economic theories of the
Industrial Revolution? What
people were associated with
each? What were the pros and
cons to each?
• Guiding Questions:
• What major economic and social
changes occurred as a result of mass
industrialization during the 19th
century?
• How did the forces of Liberalism and
Nationalism begin to change society
during the 19th century?
Monday, March 12, 2012
• Quiet Question: Type Two Prompt and working with a partner--During the Industrial Revolution poets belonging to the Literati
and artists took up the plight of the working class and children
using the genres of Romanticism and Realism to capture the
horrors, desperation, and exploitation and bring it to the
attention of the middle class and the government.
• For this Type Two Prompt, you are to:
• Read over the included poems: “The Cry of the Children”, “The
Chimney Sweeper” from Songs of Innocence, “The Chimney
Sweeper” from Songs of Experience, “Tyger”, “London”, and “The
Railway Train”.
• Then in the space provided, identify lines from the poem that
directly tie in to at least THREE different aspects you learned
about in the last lesson from the Annotated Illustrations and
explain the relationship.
• Be specific…do not just write urbanization, but identify what
specific aspects of urbanization and examine the relationship
between your historical notes and the poetry.
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b)
c)
Identify THREE lines from the poetry that directly tie into THREE different aspects you learned about in the
last lesson and explain the connections:
Identify Which Poem
Which Aspect Identified
Connections
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Romanticism:
Rise of the individual  alienation
Focus on idea of hero
Dehumanization of industrialization
Strove for freedom---Political freedom--American and French
Revolution(liberty, equality, fraternity); antislavery and women’s
suffrage movements
Represented common people
Focus and use of emotion
Reaction against Industrial Revolution
Simple language
Focus on nature
For some, on the other hand, the new age of industry and
technology was itself exotic and exciting.
Many romantic artists identified with the nationalist movements
of the times and either supported their own country's fight for
freedom (as in the case of Verdi) or championed the cause of
others (as did Byron).
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Realism:
Depicts life with absolute honesty
Ordinary life
Did not use emotional language
Specific & verifiable details vs. sweeping generalities
Vivid picture of life as poor but also using humor to
show humanity
Value impersonal, photographic accuracy vs.
interpretation
Influenced by science, reaction to Romanticism
Stresses commonplace life & brutal nature of man
Purpose was to identify the problems of society to the
higher classes to motivate reform
Monday, March 12, 2012
• Group-Share: Using your notes from the last
lesson and your Quiet Question, identify the
positives and negatives to the development of
Industrial Life in the space below:
• Positives
Negatives:
Monday, March 12, 2012
• Class: Ms. Barben is going to do a
Powerpoint Lecture on the Economic
Theories of the Industrial Revolution.
You are to listen, paraphrase, and take
notes in the provided graphic organizer.
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• Homework: Work on your Industrial Life
Poem.
Tuesday, March 13, 2012
• Class: Ms. Barben is going to
continue her Powerpoint Lecture,
and you are to continue to get the
notes in the graphic organizer.
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• Homework: Work on your Industrial
Life Poem.
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Wednesday, March 14, 2012
• Class: Ms. Barben is going to continue
her Powerpoint Lecture, and you are to
continue to get the notes in the graphic
organizer.
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• Homework: Work on your Industrial Life
Poem. It is due on Monday, March 19,
2012!
Block Day
• Class: Ms. Barben is going to finish her Powerpoint
Lecture, and you should finish the graphic
organizer notes.
• Class: Ms. Barben is going to do her Political
Cartoon Strategies Powerpoint. You should add
notes to the Pink Political Cartoon Packet you
received in the last unit notebook.
• Homework: Create a Political Cartoon on one of
the economic theories.
• Use your Pink Political Cartoon Packet from the
French Revolution to help.
Block Day
• Writer’s Purposes: You are to create a political cartoon that
takes a critical stance and examines and evaluates the
negatives and scope of ONE of the economic theories of the
Industrial Revolution: Laissez-faire Capitalism, Social
Darwinism, Socialism, Utilitarianism, and Communism
• FCAs:
• FCA One: The political cartoon uses sarcasm to make a
commentary on your chosen economic theory. It must focus
on a specific aspect of the cause and address the hypocrisy
of action, the stupidity of the action, or abuses of power
with historical specifics. Worth 10 Points.
• FCA Two: The political cartoon has specific historical
information on the beliefs, actions, and effects of the issue
integrated into the cartoon itself using historical images
from Ms. Barben’s Powerpoint or online. Worth 30 Points.
Block Day
• FCA Three: You must use a minimum of THREE different
political cartoon strategies in your political cartoon: Worth
30 Points.
– Required: Sarcasm
– Required: Caption or Title that shows the irony of the idea--Powerful Commentary
– Optional:
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Symbols
Exaggeration/Distortion
Labeling
Analogy
Metaphor
Caricature
Satire
Stereotypes
Historical Images
Humor
Irony
Block Day
• FCA Four: On the back, the students provided THREE TYPED and
well-developed paragraphs (four to six strong sentences)
explaining: Worth 30 Points.
– First Paragraph: Review the historical concepts, people, positives and
negatives about your chosen economic theory. DO NOT JUST LIST
INFORMATION but explain in your own words. Make connections
between the historical content to how you used sarcasm and historical
information within your political cartoon.
– Second Paragraph: Explain how you developed the caption or title
for your political cartoon. What historical point is it to drive home?
What message is it to convey to the reader?
– Third Paragraph: Explain how you chose your third political cartoon
strategy. Why was it chosen? How was it used in your political
cartoon?
• No Excuses: The political cartoon was done in color, neat,
historical images were used, and the paragraphs are typed, and
reflect good effort and evaluative thinking. The writing portion
was spell-checked, grammar-checked, and edited for
capitalization errors. Worth 10 Point
“The Great Land
Serpent”
Welcome to the new form of
slavery: White Slavery!
PROFIT
GREED
LUXURY
INDIFFERENCE
POVERTY
IGNORANCE
What would be a good sarcastic
caption for this historical political
cartoon?
What would be a good
sarcastic caption for this
historical political
cartoon?
What would be a
good caption for this
political cartoon on
Laissez-Faire
Capitalism?
What would be
a good caption
for this political
cartoon on
Laissez-Faire
Capitalism?
What would be a good caption
for this political cartoon on
Laissez-Faire Capitalism?
What would be a good caption for
this political cartoon on LaissezFaire Capitalism?