Domestic Affairs
2. Understand the impact of political, technological, economic, cultural, religious, and demographic changes within the global community. a. Analyze and explain the origins, spread, and impact of the First and Second Industrial
Revolutions. (DOK 3) d. Analyze international demographic trends (population growth, decline, movement) and their relationship with the development of various societies around the world. (DOK 2)
4. Understand that increased interactions among people have resulted from: technological and communication innovation, political and economic change, and demographic and climate change. a. Compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. (DOK 3)
Economics
7. Understand the development of various economic systems through time and place and how those systems have shaped global relations. a. Analyze the integration of countries into the world economy and roles of the informational, technological and communication revolutions (e.g., steamship, the telegraph, television, satellite, and computer) in that integration. (DOK 3) b. Cite evidence of how the world has evolved from a multitude of economic systems to a global interdependent economy. (DOK 2)
Unit/Chapter : Unit 3: Enlightenment and Revolution
Chapter 7 & 9: The Industrial Revolution
Objectives : What was life like before the Industrial Revolution?
Materials :

Chapter 7 & 9 Part 1 Notes and PowerPoint

Student Notes Handout Part 1 on the Industrial Revolution
 “Before the Industrial Revolution” Worksheet
Bell Ringer : What do you think the Industrial Revolution was?
Class work/activities :

Lecture and Powerpoint through Before the Revolution

Students will take notes during the lecture
 Students will complete the “Before the Revolution” Worksheet
Homework :
Unit/Chapter : Unit 3: Enlightenment and Revolution
Chapter 7 & 9: The Industrial Revolution

Objectives : Analyze song lyrics from songs during the Industrial Revolution
Materials :

Chapter 7 & 9 Part 1 Notes and PowerPoint

Student Notes Handout Part 1 on the Industrial Revolution

Industrial Revolution Folk Songs Activity on Canvas
Bell Ringer : What was the domestic system?
Class work/activities :

Lecture and Powerpoint on the Beginnings of Change before the Industrial
Revolution

Students will take notes during the lecture

After the lecture, students will log on to Canvas to complete the activity on
Industrial Revolution Folk Songs. o Students will listen to the songs and analyze the lyrics on Canvas to turn in for a daily grade
Homework :

Finish Industrial Revolution Folk Songs
Unit/Chapter : Unit 3: Enlightenment and Revolution
Chapter 7 & 9: The Industrial Revolution
Objectives : Why did Great Britain lead the way in the Industrial Revolution?
Materials :

Chapter 7 & 9 Part 1 Notes and PowerPoint

Student Notes Handout Part 1 on the Industrial Revolution

World History Online textbook
Bell Ringer : Which of the three songs that we analyzed yesterday, do you feel like best represented hard working conditions during the Industrial Revolution? Why?
Class work/activities :

Lecture and Powerpoint on Britain Leads the Way

Students will take notes during the lecture

Students will complete Chapter 7 Section 2 Assessment from their textbook and submit via Canvas.
Homework :
Unit/Chapter : Unit 3: Enlightenment and Revolution
Chapter 7 & 9: The Industrial Revolution
Objectives : What was the textile industry and what were the working conditions like in the textile factories?
Materials :


Chapter 7 & 9 Part 1 Notes and PowerPoint

Student Notes Handout Part 1 on the Industrial Revolution
Bell Ringer : Name two reasons that Great Britain led the way in the Industrial
Revolution.
Class work/activities :

Lecture and Powerpoint on the Growing Textile Industry

Students will take notes during the lecture
 Students will then Analyze the Poem by Thomas Hood called “Writers React” about the working conditions in the textile industry.
Homework :

Finish “Writers React” to turn in on Monday