Unit Objectives:

  • The causes and consequences of the agricultural and industrial revolutions, 1700-1850.
  • Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land-holding.
  • Identify the major characteristics of the industrial revolution and compare industrial economies with other forms of economic organization.
  • Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization.
  • Analyze connections between early industrialization and Britain’s commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions.
  • Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England.


Stage One: The Causes of Industrialization

The Spivenator and Brightestman Chronicles

Hopefully, through Mr. Spivey's brilliant comic strip, you inferred some of the drama involved in the Industrial Revolution. Unlike the political revolutions that preceded it, the Industrial Revolution completely changed the social, economic and cultural fabric of the world. While the political revolutions we studied had heroic and tragic political figures as their figureheads, the Industrial Revolution slowly enveloped the lives of all who encountered it. In certain ways, this makes the Industrial Revolution difficult to capture because it consists of so many different elements. At the same time, it allows us to gain a broader perspective of the social, economic and cultural issues people grappled with during this extraordinary era and to see global industrialization at work in the developing world today. Based Mr. Spivey's comic, what issues do you think we will grapple with as we explore this era?

Previewing the Industrial Revolution (What you know)

  1. What was life like before and after the Industrial Revolution in England?
  2. Describe the social climate of Europe at the beginning of the 19th century . (Remember what we just studied. Make connections.)
  3. Why did the Industrial Revolution begin in Great Britain?
  4. What industries sparked the Industrial Revolution?
  5. What other causes can you identify that led to the Industrial Revolution?
  6. What consequences can you already predict?

Learn More...

We will be using "The Industrial Revolution: A History in Documents" by Laura L. Frader for this unit. This is the first time we will be reading out of this series of books. It is important to understand how the text is set up. In each chapter there will be two sections: analysis (secondary source) and primary sources. It is of the up most importance that you fully understand the "secondary source" section of the book. The primary source section is to give you a more in-depth idea of what life was like during the time period. You are responsible for reading all sections of the book but on tests and quizzes we will hold you accountable mainly for analysis section. For today you will be responsible for looking at p.19-39. While reading try to discern the main causes of the Industrial Revolution. Be prepared to share and discuss your what you believe to be the main causes of the Industrial Revolution.

Steps on how to get the reading if you lose it:
1. On your desktop you will see the icon to the KIS server. This will be simply labeled as "KIS."
2. Click on the KIS icon.
3. Click on the HS folder.
4. Click on HS_Share folder.
5. World History 9th grade
6. Download the file: The Industrial Revolution

1. Finish reading p. 19-39. While reading take notes and focus on pulling out causes.
2. Play with either "Comic Life" or "ToonDoo"

Option A: ToonDoo
1. Go to the following website: http://www.toondoo.com/Home.toon

2. Create an account for yourselves.

3. Click on the link in the top-left corner: "Create Your Own Toondoo."

4. Play with all the bells and whistles until you find the right format and style to illustrate your comic.

Option B: Comic Life

Stage Two: Exploring the Causes of the Industrial Revolution

Application and Creation: A Comic!

Now, let's review the causes we discussed last class and add to our list based on the reading. Here is a list of causes that was put together by Mr. S and Ms. B. Let's compare lists of potential causes with the list that we created as a class. With this list you will be assigned a group in which you will create a cartoon.

Assignment: You will now be assigned a team on one of the causes. With your team, we would like to challenge you to create a ToonDoo gallery portraying how your cause is a major factor in making the Industrial Revolution a reality. Please approach this endeavor as follows:
  • Brainstorm ideas once you have assigned your cause.
  • Script or storyboard your ideas so that your gallery educates your classmates and teacher effectively about your cause and its overarching effects on the time period.
  • Illustrate your gallery using ToonDoo and post it on your wiki gallery page next class.

1. Cartoons will be from 6-10 panels long, no more or no less.
2. Your cartoons MUST be historically accurate.
3. Thesis must be clearly stated both in your comic and on your wiki.
4. The creative process and entertainment value of your "story" will be part of the final grade.
5. This will count as a group project that will be graded on a completion scale.

You will now have the rest of the period to brainstorm and finish the project. This will be due by the end of next class.


WH Spivey B 2009-10
WH Spivey C 2009-10

WH Spivey E 2009-10
WH Spivey F 2009-10

1. Go to the following website: http://www.toondoo.com/Home.toon
2. Create a shared account that will be used by all member of the group.
3. Click on the link in the top-left corner: "Create Your Own Toondoo."
4. Play with all the bells and whistles until you find the right format and style to illustrate your comic. (Homework before next class.)

"How to Toondoo?" Instructions:

Comic Life

Krause, Dianne. "YouTube - Comic Life Introduction." YouTube - Broadcast Yourself. 03 Mar. 2008. Web. 02 Dec. 2009. <http://www.youtube.com/watch?v=b_83FgdOlM0>.

1. Continue research on assigned causes.
2. Keep planning your groups "Cause of the Industrial Revolution Comic."

Recommended Sites:
Spartacus Educational-- http://www.spartacus.schoolnet.co.uk/Textiles.htm
A British education site filled with a lot of information including overview of inventions/people and a full collection of primary sources. Since the Industrail Revolution started in Great Britain why not get information from the main source.

The Industrial Revolution: SEA-- http://industrialrevolution.sea.ca/causes.html
A brief overveiw of the Industrial Revolution.

Modern World Civilization: Lecture 15-- http://www.fordham.edu/halsall/mod/lect/mod15.html
A lecture outline from Fordham University. Great resource!

The History Guide: Origins of the Industrial Revolution-- http://www.historyguide.org/intellect/lecture17a.html

Website that will help you guys out yay!: http://www.wsu.edu/~dee/ENLIGHT/INDUSTRY.HTM (Chaeri)

Stage Three: Create and Post Comics

Finish Comics-- Due at the end of the class.


1. Read pages p. 48-58, take concise notes that include your personal ideas, thoughts and questions. These will be printed out and handed in for a mark. Here is an example of good (not too long and not too short) concise notes:


2. Bring headphones.

Stage Four: Learning from One Other-- Comics and a Movie

Peer Editing

Our goal for class today is to understand the causes of the "Industrial Revolution" at a mastery level. Near the end of class we will "test" the knowledge that you have gain so far by give a quiz. But before the quiz, lets learn from each others work.

As an individual you will spend the next 30 minutes working on peer editing each others work. It is required that you look at three other cartoons or 1 person per 10 minutes. While reading each one think about the following questions:

1. Do the authors address the cause in a clear and meaningful way?
2. Do the authors make the information fun to read? Was there deeper level thinking put into the process of the cartoon?
3. Identify two aspects of the comic that you really enjoyed or thought was above average.
4. Identify two aspects of the comic need work before Mr. Spivey grades it?

Once you are done exploring and critically breaking down the piece leave comments on the discussion tab where their cartoon has been published about the questions stated above.

Living History: Living During the Industrial Revolution

While watching the film, take notes on the discussion tab above. At this point when you are taking your notes much of this information should be simply repeated ideas. Therefore focus on a) "cool" new information, b) ideas that you just don't get or understand and c) ideas that connect to the present. Once the film is finished post your ideas so that they can be shared while studying for the test coming up!

Start Time: 0:40
End Time: 8:17

Steps on how to get the movie:
1. On your desktop you will see the icon to the KIS server. This will be simply labeled as "KIS."
2. Click on the KIS icon.
3. Click on the HS folder.
4. Click on HS_Share folder.
5. World History 9th grade
6. Download the file: Living_History_Living_During...lution.asf

Works Cited: Living History: Living During the Industrial Revolution. United Learning. 2003. Discovery Education. 24 November 2008 <http://streaming.discoveryeducation.com/>


We have now looked at the source to understand the cause of the industrial revolution; professionally made a book, movie and comics (yes your work is published so it better be professional!). We will now see how much you were able to comprehend throughout these last three lessons. Good luck!


If you finish with the quiz early then start reading tonight's homework. By next class you will be responsible for reading p.58-73.

Stage 5- A Day in a Life through the Eyes of Another

Daily Routine

To start off class, grab a partner that you really don't know that well. Therefore, if you are a male pick a female and vice-versa. You will interview your partner and find out about what his or her day is like living in the "Industrialized" world of Seoul, South Korea. Feel free to ask any question, but as a guide, here are a few that will get you going:

  • What time do you go to bed? What time do you wake up?
  • What do you do after school?
  • Do you have time for leisure? If so what do you do for fun?
  • How many hours a day do you work?

At the end of the interview process, you will tell the class ONE new aspect of your partner's daily life that you never knew before. Make sure that this process goes fast as only 15 minutes in total is being dedicated to this part of the assignment.

How Do We Know What We Know? Analyzing Pictures

Study the picture quietly for a few minutes. Describe exactly what you see, including people, clothing, jewelry, or other objects or writing in the picture.

Are there people in the picture? If so, what are they doing? What can you tell about the person or persons from looking at the picture? Is it a picture from today or long ago? How can you tell? What do you think the artist or photographer was trying to convey? Based on what you observed, what can you infer or guess about the picture?

What questions does this picture raise in your mind? Where could you find answers to them?

Get with a partner and discuss your observations. Were they the same? If not why are they different? What is the goal of the pictures shown?

(Excerpted from www.historyisfun.org)

Analyzing Photos Assignment (Modeling):

Look at pages 64-71. Use the techniques above to analyze the information. For the first 10-15 minutes take notes on your observations. You will then have time to discuss your findings first with your partner (10 minutes) and secondly with the class as a whole (5-10 minutes).

Project: Create your own Photo Essay (Creating):

Creation of your OWN photo essay! Your assignment is to create a story about how the Industrial Revolution has changed your life. I have experimented with this before, and I have discovered there are two descriptions for the assignments submitted: horrible and fantastic--never in-between. The reason is that this is an abstract piece of art in which you are telling another person WITHOUT words how you view the world. So here are some hints on how to create this project:

1. Come up with a thesis of main ideas that you will be portraying to a young adult audience.
2. Make sure that your pictures are put into an order that has a defined beginning and end. You iPhoto to do this.
3. DO NOT USE OTHER PEOPLE'S PHOTOS FROM THE INTERNET! (Doing so will result in an automatic 0 for the assignment)
4. Even though there are a lot of abstract idea within this project, try to make them clear. Too often, I see a subway train, the next picture will be a building, followed by an old man! WHAT IS THAT? WHAT IS YOUR STORY?! Be clear so that at the end so that I can see a progression.
5. Time: Don't do this assignment the night before.
6. Have fun! When exploring your world, try to look at it not from a teenager's point of view but as a developing historian.

  • The theme of "Consequences of the Industrial Revolution of Where I Live" must be addressed. How you address this topic is up to you!
  • Must be published in iPhoto.
  • All pictures must be taken by you!
  • Your photo galleries will need to be anywhere from 7-10 pictures long. (No more and no less.)
  • Words will have to be left out. If there is a street name sign or a restaurant sign as the focus of the picture, that is fine. What we don't want is for you to write in your picture: "This represents pollution!"

January 13th for Blocks B & C
January 14th for Blocks E & F

For the rest of the period, we will discuss our next exciting project: The Philosophers Ball! We will be working on this until Christmas Break. Today, we will introduce you to the project, and you will select a philosopher that you will begin researching next class starting with Day Five. (Please click on the link below for more details.)

Homework: Industrial Revolution Photo Essay Due January 13th for Blocks B & C and January 14th for Blocks E & F

Stage 6: Philosophers Ball

Philosophers Ball 2009-10

Stage 7: Photo Essays Gallery

Student Photo Gallery Show

1. When you walk into the room, set up the desks in a square.
2. Set up your iPhoto so that it is on auto-play. You will want to make sure that your photos are in order the night before.
3. Walk around the room looking at the different student interpretations of the consequences of an industrial revolution in Korea.
4. You may talk amongst each other as long as the conversation revolves around what you have learned. If "viewers" are getting off-topic, we will become silent. YOU MAY NOT ASK STUDENTS WHAT THEIR PIECE MEANS! IF YOU DO SO, BOTH WILL RECEIVE A 0 ON THIS EXERCISE! Remember that this is practicing critical analysis skills.
5. After looking at the gallery shows for 20-25 minutes, you will be assigned a writing assignment, so make sure you pay close attention to each presentation.

Photo Essay Writing Assignment

1. Your teacher will now assign a student-made series in which you will write a story about what the author was trying to portray. Think of it as though the pictures are the primary source, and you are the historian. Also, remember that there are two types of textbooks. Those that make us go to sleep and those that excite us because they make the story come to life. I hope your writing will reflect the latter.

2. Remember when analyzing photos to follow the steps we learned last lesson:


3. You will sit down with your picture gallery and write an essay. Remember that your essay will have 3 parts to it a) Intro with Thesis, b) Body and c) Conclusion.