World History for Us All

Topics: Age of Enlightenment, Slavery, Atlantic slave trade Pages: 75 (17816 words) Published: January 11, 2014
Big Era Seven
Panorama Teaching Unit
The Modern Revolution
1750-1914 CE

PowerPoint Overview Presentation
Industrialization and Its Consequences

Table of Contents
Why this unit?
Unit objectives
Time and materials
Authors
The historical context
Lesson 1: The Atlantic Revolutions
Lesson 2: The Industrial Revolution: What Difference Did it Make? Lesson 3: Wanting to Be Top Dog: Colonialism 1750-1914
This unit and the Standards in Historical Thinking
Resources

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2
3
3
3
6
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37
54
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Correlations to National and State Standards

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World History for Us All
A project of San Diego State University
In collaboration with the
National Center for History in the Schools (UCLA)
http://worldhistoryforusall.sdsu.edu/

World History for Us All

Big Era 7 Panorama Unit

Why this unit?
All too often, we restrict our study of modernization to the trappings of modernity—industrial capitalism, representative government, and rapid communications. We see societies that most obviously exhibit these characteristics as representing, somehow, our full historical development as a species. Societies that do not match these criteria are deficient or possibly pathological. We do ourselves and our students a great disservice, however, when we adopt this interpretation. In seeing things this way, we miss the fact that the years 1789-1914 witnessed revolutionary change in all parts of the world, not only in those that built factories and had elections. More than anything else, the formation of unequal relationships of dependence between colonizer and colonized changed the world as a whole irrevocably. In fact we cannot separate modernity from this new global inequality.

Unit objectives
Upon completing this unit, students will be able to:
1. Evaluate how effectively each of the four Atlantic revolutions lived up to the ideals of liberty and equality.
2. Describe basic characteristics of the Industrial Revolution, and explain major changes that industrialization brought about worldwide by 1914.
3. Explain that changes occurred gradually, at varying rates, and not necessarily everywhere in the world.
4. Analyze the concept of “progress.”
5. Identify reasons why European countries became colonial powers. 6. Explain connections between nationalism, colonialism, industrialization, and racism. 7. Give examples of the range of attitudes that affected relationships between colonizing and colonized peoples.

8. Describe ways that colonialism led to long-term transformations in the lives of colonized peoples.
9. Evaluate the benefits and costs of colonialism for both the colonizers and the colonized.

http://worldhistoryforusall.sdsu.edu/

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World History for Us All

Big Era 7 Panorama Unit

Time and materials
If teachers introduce all the lessons, this unit will take ten to fifteen class periods. No special materials are needed other than Student Handouts provided in the lessons.

Authors
Dr. Anne Chapman served for many years as history teacher and academic dean of Western Reserve Academy in Hudson, Ohio. She has served as a history education consultant to the College Board, the Educational Testing Service, and the National Center for History in the Schools. She has also edited a volume of World History: Primary Source Readings for West Publishing.

Bill Foreman has taught high school in California since 1997. Academically, he focused on modern Europe and later studied Russian history at the University of California, Riverside. Following graduate school, he embarked on a teaching career. He lived and taught in Senegal in 2005-06. He currently teaches at Hayward High School in Hayward, CA.

The historical context
The invention of the railway locomotive, the steamship, and, later, the telegraph and telephone transformed global communications in Big Era Seven. The time it took and the money it cost to move goods, messages, or armies across oceans and continents were drastically cut....
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