Revolution, the means of production of goods shifted from hand tools to complex machines and from human and animal power to steam power. Technology rapidly development and production increased. This greatly changed people’s lives as workers moved into overcrowded cities to be closer to their factory jobs and rich industrial and business families began associating with nobles. refers to the dramatic changes taking place during the last half of the 20th century in which service jobs (computer programmer, doctor, cook) are more common than jobs in manufacturing or agriculture. The product of skilled professionals is the information or knowledge they provide. The information revolution began with the invention of the integrated circuit or computer chip. Those chips have revolutionized our lives, running our appliances, providing calculators, computers, and other electronic devices to control our world and have allowed people from all classes of society and all parts of the world to have easy access to information and to one another. STATION #2- CAUSES OF REVOLUTION INDUSTRIAL REVOLUTION INFORMATION TECHNOLOGY REVOLUTION CAUSES The Agrarian Revolution (Agricultural Revolution) led to a population explosion due to improved farming The human desire to create technology that functions so that tasks are done more quickly was transferred from objects to tasks with the computer revolution.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 5: Civics, Citizenship, and Government Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Materials: Worksheet #1: “Napoleon Crossing the Alps” Reading: “How Did France Change Under Napoleon?” Worksheet #2: “Questions” Do Now: Using a projector, display Jacques-Louis David’s “Napoleon Crossing the Alps.” Have the students analyze the image using worksheet #1. Lesson: 1. Analyze the students’ responses to their “Do Now” activity. 2. Talk to students about who Napoleon was, bringing into the conversation how Napoleon thought of himself (arrogant). Inform them that we will be learning how Napoleon changed France and analyzing whether Napoleon was truly as great as he thought he was. 3. Distribute the reading “How did France Change Under Napoleon?” and have students independently read it. 4. Distribute Worksheet #2. “Questions” and have the students answer the questions in full sentence form in their notebook. 5. In partners, students will work together to answer the “Extended Writing” section of the worksheet. 6. Write on the board: “Was Napoleon as great as he thought he was” under that, make a T Chart and write “Yes” or “No”. Have each pair of students support their verdict (Y or N), by writing their reason on the board in the appropriate section of the T-Chart. Tell the students that they may not repeat what has already been written on the board. Summary: Each student will be given an index card. On the card they must explain if they thought Napoleon was good for France. They must cite and explain 2 supporting ideas.
Standard 5: Civics, Citizenship, and Government Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Materials: - Learning Packet Effects of the Industrial Revolution - Video clip from “A Christmas Carol” (scene when volunteers come into Scrooge’s office and ask for money for the poor, Scrooge answers with “are there no workhouses..” - PowerPoint Do Now: Read the “Do Now” section (Laissez-Faire) in the learning packet and answer the questions. Lesson: 1. Discuss the students’ answer to the “Do Now” and make sure that they understand the economic theory of Laissez-Faire. 2. Have students pair up and complete 1-3 and answer the first question of #4. 3. When students have completed the assignment, begin your PowerPoint. The PowerPoint should show images that reflect the information examined in the packet. Have the students examine the image, discuss how Laissez-Faire capitalism created the situation and take notes on “How these problems were fixed” Summary: Students will complete an exit card, analyzing if they support laissez-faire capitalism and why or why not.