Transcript EffectsofIndustrialization

Please do not talk at this time
Jan 12
HW: Make Your EFFECT Charts even better and more complete
 Get out your homework chart on England and
Japan.
 Get out all your notes on Industrialization in
England
 Get out all your placard charts from the Industrial
Revolution Unit
 Use these sources and your text book to
brainstorm as many EFFECTS of Industrialization on the
world as you can think of.
 List your ideas on a piece of paper. You may work
with a partner.
Now turn your lists into bubble graphs!
Power
looms
New
inventions
improve
lives
Make
Affordable
cloth
Everyone
can afford
enough
clothes
Telegraph
Lets people
communicate
quickly
Vaccinations
for Smallpox
Saves
lives from
disease
Weavers
out of
work
Women
join the
work force
Prove they
can work as
well as men
Working moms
can’t take care
of their babies
Factory
owners
get rich
I will give
you Big
Paper for
Big
Answers
Get paid
less than
men
Get paid
almost
nothing
Children
are
beaten
Child
Labor
Get no
education
Keep going! Don’t forget to include Japan and
the effects of industrialization there!
Focus Questions:
 What technology was invented during the IR. How did it effect
people’s lives?
 Where did people live? What were their homes like?
 What kind of work did they do? Was it enjoyable? Was it
dangerous? How?
 What was your life like if you were rich?
 What was your life like if you were poor?
 What effect did education have at this time? In England? In
Japan?
 What rights did people have?
 What illnesses did people suffer. How did those affect their lives?
Remember… Be Specific! Use details and facts!
Please do not talk at this time.
Jan 13
HW: Turn your 3 best bubble graphs into outline form.
• Please review your reading on Japanese
Industrialization to prepare for the quiz.
• You will also need your Giant Bubble graph
paper and your homework Bubble graphs
ready for the next part of the lesson, so get
those ready.
• Please also prepare a half sheet for your quiz
(you can share with a friend) and number it
1-5.
Japanese Industrialization Quiz
1. The name of the man who opened Japan to
the west was _____________
2. The name of the Emperor of Japan during
industrialization was________
3. This warrior group helped the Emperor
overthrow the Shoguns.
4. True/False Women made up most of the
factory work force in Japan.
5. One drawback the Japanese experienced
from taking technology and innovations
from so many different countries was
Please trade papers with someone
near by…
• Write your name after the words
“Corrected By:”
• Please put a line through incorrect
answers and write the correct
ones.
Japanese Industrialization Quiz Answers
1. The name of the man who opened Japan to the west was
Commodore Mathew Perry
2. The name of the Emperor of Japan during industrialization was
Meiji
3. This warrior group helped the Emperor overthrow the Shoguns.
Samurai
4. True/False Women made up most of the factory work force in
Japan.
5. One drawback the Japanese experienced from taking
technology and innovations from so many different countries
was __________
Possible answers: Risk of losing their culture, danger of being taken
over by foreigners, and other answers…
Title: Main Idea/Detail- Outline Practice
• Open your notebook to Pg. 54A and copy this list:
Trees
Snow
Ice Crystals
Green
White
Leaves
Branches
Fur
Bear
Flowers
Pink
Fruit
Cold
Teeth
Bark
Sharp
• Now find the connections between these words. Circle words and draw lines
between words that are related. Like this:
Trees
Snow
Ice Crystals
Green
White
Leaves
Branches
Fur
Bear
Flowers
Pink
Fruit
Cold
Teeth
Bark
Sharp
Notice: Sharp connects to teeth, not fur…
What does this look like? You are right! It looks like a bubble graph!
Title: Main Idea/Detail- Outline Practice
Now we want to create an outline. Outlines are organized like this:
I.
Main Idea
The indentations and numbers of an outline have
meaning.
A. Detail
1. Specific
Indentations mean “This thing describes or explains
the thing above.
B. Detail
The numbers show the level of detail. The bigger the
1. Specific
number type (Roman Numeral, Capitals) the more
2. Specific
general the information (this makes it the main idea)
I.
Main Idea
A. Detail
1. Specific
B. Detail
1. Specific
2. Specific
The smaller the number type (lower case, regular
numbers,) the more specific the information.
So, in this example: A and B explain or
describe I and the first 1 explains or
describes A while the second 1 and 2
explain or describe B
Title: Main Idea/Detail- Outline Practice
• Bubble graphs are related to outlines. They show the same information: Main
ideas and their supporting explanations, details and specifics.
Trees
Snow
Ice Crystals
Green
White
Leaves
Branches
A. Fur
I. Bear
Flowers
Pink
Fruit
Cold
B. Teeth
Bark
1. Sharp
Now you try it with the other examples….Turn your bubble graphs into
Outlines…
Does
I. Trees
A. Leaves
1. Green
B. Branches
1. Bark
C. Fruit
D. Flowers
1. Pink
OR
yours look like this?
I. Trees
A. Bark
B. Branches
1. Leaves
a. Green
2. Fruit
3. Flowers
a. Pink
I. Snow
A. Ice Crystals
B. White
C. Cold
OR
I. Snow
A. Ice Crystals
1. Cold
B. White
I. Bear
A. Fur
B. Teeth
1. Sharp
Find your partners from Monday!
Look over your homework bubble graphs.
Pick your BEST ones (rich in detail, insight
and specifics) and put those on your poster
paper.
Put your Absolute Best one on the board
Look at your bubble graphs….
• Which bubbles are Main Ideas?
• Which bubbles are Details?
• Which bubbles are Specifics
• Take your top Three Bubble Graphs and turn
them into outlines for homework tonight.
Please do not talk at this time
Jan 14 - 15
HW: Finish Core and Periphery Reading
• Please get together with your partners.
• Look at your outlines and Bubble Graphs
• Choose the BEST Bubble Graph/Outline pair from
your team (best means clearest, most
understandable, not most complex)
• Send someone from your group to put up BOTH your
bubble graph and your outline on the board. Write
clearly enough that people will be able to read it.
Share out…
Look for specifics, if they are not there, lets add them
together, then practice on our own.
British Imperialism in
India:
Cotton and the Creation of a
Core and Periphery
Name:
Core/Periphery
• Please set up your
notes in the Cornell
notes form on Pg. 55A
of your notebook.
Key Words, ???
Notes, diagrams, charts
Vocab
Definition
• Title these notes: Core
and Periphery
• Write the ASQ and BSQ
questions on the left
side of the notes and
answer them on the
right side.
• Don’t forget to do the
Summary at the end of
the day!
Summary:
Words you will need to know for this
lecture…
•
•
•
•
Core- at the center
Periphery- in the outskirts, opposite of core, at the edge
Subsistence Farming- Growing food to eat yourself
Cash Crop- Growing a plant to sell, like cotton or tobacco,
that cannot be eaten
• 1st world countries- The industrialized nations, mostly
North America, Europe, and Japan
• 3rd world countries- Nations that have not yet fully
industrialized or do not control the industry in their own
countries, most of Africa and the Middle East, Most of
South Asia, Parts of South America
Cotton
ASQ!
1. Where was most
cotton produced
before the U.S.
Civil War?
2. Who purchased
most of that cotton?
3. What was it used
for?
During the Civil War (1861-1865), the
South couldn’t export cotton to Great
Britain.
The factory owners in Great Britain were
desperate to obtain cotton.
4. What do you think they decided to do?
5. What does this graph show?
Table 1: Cotton Exports from India, Egypt, and Brazil, 1860–1866, in Million
Pounds. Sources: Government of India, Annual Statement of the Trade and
Navigation of British India and Forign Countries vol. 5 (Calcutta, 1872); vol.
9 (Calcutta, 1876); Roger Owen, Cotton and the Egyptian Economy, 1820–
1914 (Oxford, 1969), 90; Estatisticas historica do Brasil (Rio de Jeneiro,
1990), 346.
Subsistence farming vs cash crops
More cotton = less food
6. What might
be the
consequences
of the shift
from
subsistence
farming to cash
crops?
Drop in food production + El Niño weather
patterns = Famine
7. For the people of India, what
were the consequences of increased
cotton production for export?
Estimated Famine Deaths
in India
Year
Number of
deaths
1876-1879
6.1-10.3
million
1896-1902
6.1-19.0
million
Total
12.2-29.3 million
Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the Third World (London:
Verso, 2001), p. 7.
De-Industrialization in India
India’s Share of World Manufacturing Output
1750
1830
1900
24.5%
17.6%
1.7%
8. Did India’s economy benefit from being a
British colony? (use your prior knowledge to
answer this fully)
Statistics from Mike Davis, Late Victorian Holocausts: El Nino Famines and the Making of the Third World (London: Verso,
2001), p. 294.
Core and Periphery as Social Studies Terms
• Core – industrialized
nations like Great
Britain, America,
Germany, and Japan
• Periphery (Peripheral)
– countries that
provided raw materials
to the industrialized
nations; very slow to
begin industrializing
themselves
Core
(Great Britain)
Periphery
(India, Egypt)
“We are not dealing, in other words, with “lands of
famine” becalmed in stagnant backwaters of world
history, but with the fate of tropical humanity at the
precise moment (1870 – 1914) when its labor and
products were being dynamically conscripted into a
London-centered world economy. Millions died, not
outside the “modern world system,” but in the very
process of being forcibly incorporated into its
economic and political structures.”
- Mike Davis, Late Victorian Holocausts
Analysis:
“A key thesis of this book is that what we today call the “third world”
is the outgrowth of income and wealth inequalities – the famous
“development gap” – that were shaped most decisively in the last
quarter of the nineteenth century, when the great non-European
peasants were initially integrated into the world economy…By the
end of Victoria’s reign…the inequality of nations was as profound
as the inequality of classes. Humanity had been irrevocably
divided. And the famed “prisoners of starvation,”…were as much
modern inventions of the late Victorian world as electric lights,
Maxim guns and “scientific” racism.”
-Mike Davis, Late Victorian Holocausts
Please do not talk at this time
Jan 16
HW: Evaluate the Industrial Revolution Outline- Typed!
• Get out your reading on Core and Periphery
• Look at the notes you took last night (Main
ideas and evidence.) Which ones are really
high quality information?
• Find your partners and share your work
• Take your best ones (clear, significant and with
rich Facts, Specifics, Statistics) and turn these
into Bubble graphs on your Bubble graph
Poster.
+/-
Put a + in the bubbles with a positive effect.
Power
looms
New
inventions
improve
lives
Weavers
out of
work
Make
Affordable
cloth
+
+
Everyone
can afford
enough
clothes
Telegraph
+
Lets people
communicate
quickly
Vaccinations
for Smallpox
+
Saves
lives from
disease
Women
join the
work force
+
+
Prove they
can work as
well as men
Working moms
can’t take care
of their babies
Get paid
less than
men
Factory
owners
get rich
Child
Labor
Get paid
almost
nothing
Children
are
beaten
Get no
education
+/Power
looms
New
inventions
improve
lives
Put a - in the bubbles with a positive effect.
-
Weavers
out of
work
Make
Affordable
cloth
+
+
Everyone
can afford
enough
clothes
Telegraph
+
Lets people
communicate
quickly
Vaccinations
for Smallpox
+
Saves
lives from
disease
Women
join the
work force
Working moms
can’t take care
of their babies
+
Get paid
less than
men
Factory
owners
get rich
-
+
Prove they
can work as
well as men
Child
Labor
Get paid
almost
nothing
-
Children
are
beaten
-
Get no
education
Now you have all the research your need to
write your evaluation.
• Put your bubble graph up on the wall with
tape and staples.
• Go around and gather information from other
posters that will help make your own
information more complete (look for even
more facts, specifics, and statistics to add to
your main ideas)
• When you have all that you need, start work
on your outline worksheet!