MR. WINCE - AZ
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​Industrialization
(c.1800s)

Image Source - ​The Original Luddites Raged Against the Machine of the Industrial Revolution
Industrialization and Imperialism
​c. 1800s


Skill Focus
Change and Continuity
Multiple Perspectives

Compelling Question
How has the rise of industrialization impacted the environment,
​working conditions and wealth distribution?

​Learning Process Levels

​​Below are the levels of learning and understanding we are striving to achieve.

Applying (gray) is the goal for all students.

Use the Essential Lessons to help guide your learning.

Post-Assessment

After completing the Essential Lessons by taking notes, answering guided questions, doing the activity, complete the Post-Assessment.

​The goal is to see growth in your understanding and ability to answer the prompt.

Essential Lessons
Industrialization


​Learning Target
I am developing my understanding of how political and economic systems impact the needs of individuals.

​Essential Lessons are content lessons that are required by all students to complete.
Picture

Whole Class Activity
Urban Game: Parts 1 & 2

Picture

Enclosure of the Commons

Picture

1833 Factory Act:
​Child Labor

Picture

Capitalism with Critiques

Picture

Rise of Trade Unions:
Solidarity!

Picture

OUR Environment:
Capitalism and Industrialization

Picture

Zoom Forward:
​2022

Helpful Lessons
Industrialization

Helpful Lessons can help you better understand different aspects of Industrialization.
​These Lessons are not mandatory but would add to your learning about this time period. 
Picture

Mankind: Story of All of Us
Revolution Transforms the Globe

title

title

Additional Sources

  • ​​Industrial Revolution - History.com
  • A People's Guide to Capitalism: An Introduction to Marxist Economics
  • Video - Marx Was Right: Economics for the 99%
What's the value of the curated resources found here?
Venmo - @dywince
Last Updated January 27th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Class Texts and Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • American History
    • Course Info, Student Portfolios & Sources
    • Q3 - Our American Story: Why Care? >
      • Q3 American History Weekly Agendas
      • Q3 AH Student Portfolio Expectations
      • History Readings & Socractic Seminars
      • 1900-1910s: Imperialism, Progressivism & World War I
      • 1920s: The Roaring Twenties
      • 1930s: The Great Depression
      • 1930s-1945: World War II
  • Psychology
    • Psychology Course Info, Student Portfolios & Sources
    • Q3 Project My Superpower! >
      • Q3 Psychology Weekly Agendas
      • Q3 Psychology Student Portfolio Expectations
      • Psych Readings - Socractic Seminars
      • Introduction to Psychology
      • Biological Pillar >
        • Biological Bases of Behavior
        • Sensation
        • Consciousness
        • Biological Careers in Psychology
      • Cognition Pillar >
        • Cognition
        • Memory
        • Perception
        • Intelligence
        • Cognition Careers in Psychology
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
  • U.S. Government
    • Government Course Info, Student Portfolios & Sources
    • Q3 A More Perfect Union: 28th >
      • Q3 Government History Weekly Agendas
      • Q3 Government Student Portfolio Expectations
      • Gov. Readings - Socractic Seminars
      • Democracy Essential Lessons
      • Citizenship Essential Lessons
      • Voting Essential Lessons
  • Resources Dump