Ccss Standard Or State Standardsocial Studies S ✓ Solved
CCSS Standard: _____________ OR STATE Standard: Social Studies ____ Standard (include identifying numbers): 7C.11: Identify the causes, challenges, and the effects of the Industrial Revolution, as well as Eli Whitney's Cotton Gin, Edmund Cartwright's power loom, as well as James Watt's steam engine, and the inventors and innovations that helped contribute to the Industrial Revolution and how it impacted the economy, culture, and the way products were transported . Prerequisite Skills 1. Describe events from Industrial Revolution in the United States. 2. Recognize events leading up to the Industrial Revolution.
3. Recognize the difficulties that folks endured. 4. Recognize the impact of the Industrial Revolution on the economy, society, and culture. 5.
During the Industrial Revolution, identify innovators and their innovations. 6. Identify several modes of transportation used throughout the Industrial Revolution, such as canals, roads, and railways. Student-friendly Key Terms (vocabulary) Definition language Industrial Revolution Transportation Inventor/Innovator Economy Power Loom Era noted around 1760 England when the structure of the economy changed economically and socially. Eventually the impact spread to other nations, marked primarily by the replacement of handheld tools with power-driven machines became more powerful.
Cars, trucks, planes and other modes of travel used to move products and people from one location to another, and the many mechanisms by which such mobility is done, like the steam engine and loom. A person who develops or finds a new technique, form, device, or other beneficial means, which is referred to as an innovation. The prudent management of money, resources, and manufacturing equipment. Apparatus used in the industrialization of weaving during the Industrial Revolution, invented by Edmund Cartwright. Period of time when factories replaced manufacturing goods in houses and small businesses.
A vehicle capable of transporting people or commodities from one location to another. Someone who has made something The flow of money in a state, city, or country. A machine that wove cloth. Student-friendly Key Verbs (skills) Definition language Indicate Contribute To make known Giving money or items to help a cause To show or tell something will occur.. Purposeful giving.
“ I Can†statements in student-friendly language • I can describe the beginning of the Industrial Revolution began and how it spread to the USA. • I know how the Industrial Revolution affected our economy, culture, and society. • I can describe the influence of the Industrial Revolution on innovators and their innovations. • I'm able to track the evolution of the production system. Essential Questions • How did the Industrial Revolution get started? What sparked it off? • How long has it been going on in the United States? • How long did it go on for? • What mode of conveyance was employed to move the goods? • What was the state of the economy at the time of the Industrial Revolution? Cultural? • What is a key piece of information regarding the Industrial Revolution? • What factors influenced the growth of towns and cities during and after the Industrial Revolution?
Unit Plan Topic, Competencies and Unwrapping the Standards Next Step – Test Blueprint Here is my unwrapped standard: Verb Noun DOK level Compare and contrast Plant and animal cells 2 Dependent upon next item Compare and contrast Structures within cells 2 List Cell organelles 1 Identify Organelles within plant cells 1 Identify Organelles within animal cells 1 Compare and contrast Functions of cells 2 Match Organelles to their functions 1 Identify Function of organelles 1 Describe Interdependence of organelles 2 Compare and contrast Types of cells 2 Identify Different types of cells 1 Locate Types of cells within body 1 Compare and contrast Types of tissues 2 Identify Different types of tissues 1 Locate Types of tissues within body 1 Define Tissues and cells 1 Relate Structure to function 1 Items not in bold will be taught within the unit and assessed through formative measures.
I only need to formally (summatively) assess the items in bold (not counting my last item, which was identified as being an introductory competency. Competency DOK 1 DOK 2 DOK 3 Differences in Plant and animal cells Structures and functions of cells Types of tissues Next step: Write my summative test!
Paper for above instructions
Assignment Solution: The Industrial Revolution and Its ImpactIntroduction
The Industrial Revolution began in the late 18th century and marked a significant turning point in human history, transitioning economies from agrarian-based systems to industrial powerhouses (Ashton, 1997). This essay identifies the causes of the Industrial Revolution, challenges faced during the transition, and its socioeconomic effects, particularly in the United States. It will also discuss key inventions that facilitated the revolution, including Eli Whitney's Cotton Gin, Edmund Cartwright's Power Loom, and James Watt's Steam Engine.
Causes of the Industrial Revolution
The Industrial Revolution was fueled by several interconnected factors. One of the primary causes was technological innovation (Mokyr, 1990). The introduction of new machinery increased manufacturing capabilities and efficiency. The agricultural practices improved during the Agricultural Revolution, leading to a surplus of food, which allowed a portion of the population to move towards urban areas seeking work (Overton, 1996). Additionally, the availability of natural resources such as coal and iron, primarily in England, played a crucial role in facilitating industrial processes (Pomeranz, 2000).
Challenges Faced
While the Industrial Revolution brought remarkable advancements, it also presented numerous challenges. Urbanization led to overcrowded cities, whereby laborers faced poor living conditions. Public health concerns arose as sewer systems were inadequate, and access to clean water was limited (Wrigley, 2010). Child labor became prevalent due to factories demanding a cheap and expendable workforce (Hobsbawm, 1968). Furthermore, workers were subjected to long hours, low wages, and dangerous working environments, leading to the rise of labor unions and calls for reform (Thompson, 1967).
Key Innovations and Their Impact
Various inventions transformed production and transportation during the Industrial Revolution. Eli Whitney's invention of the Cotton Gin in 1793 revolutionized cotton processing, making it faster and more efficient to separate cotton fibers from seeds (Cohen, 1986). This innovation significantly enhanced cotton production in the Southern states of America, which in turn fueled the demand for more slave labor.
Edmund Cartwright's Power Loom, developed in the late 1780s, mechanized the weaving process, allowing textiles to be produced on a larger scale. This innovation contributed to the factory system's efficacy, leading to a decline in cottage industries (Clark, 1999).
James Watt's Steam Engine improved on earlier designs and became a vital source of energy, powering factories, locomotives, and steamships (Musson & Robinson, 1969). The steam engine's introduction allowed for efficient transportation of goods, significantly reducing costs and transit times across vast distances, further contributing to the economy's growth.
Economic Effects
The Industrial Revolution had profound implications for economic systems. It ushered in capitalism, characterized by private ownership of production means, competition, and profit motives (Polanyi, 2001). This transition fundamentally altered how products were manufactured, transported, and consumed. Factories became the primary sites of production, and the demand for mass-produced goods generated a wealth of economic activity.
The rise of a factory-based economy also created a new industrial working class (proletariat) that relied on wages for survival, contrasting the previous agrarian system of self-sufficiency (Marx, 1867). This new social structure resulted in class tensions and ultimately contributed to the development of socialist ideologies as workers sought better rights and living conditions (Engels, 1845).
Cultural Impact
Culturally, the Industrial Revolution significantly influenced societal values, family structures, and community dynamics. The shift from agrarian lifestyles resulted in a move away from traditional family roles and communal living, with individuals increasingly seeking independence in urban settings (Tilly, 1992).
Education began to gain prominence as literacy rates increased, highlighting the need for an educated workforce (Landes, 1969). The revolution also influenced art and literature, as movements like Romanticism arose in reaction to industrialization, emphasizing nature, individuality, and emotive responses to the changing world (Williams, 1976).
Modes of Transportation
Transportation methods during and after the Industrial Revolution expanded significantly. Initially dominated by horses and canals, the introduction of railroads revolutionized the movement of goods and people, drastically reducing travel times between industrial centers (White, 1980). Roads also improved significantly as investments were made to connect urban and rural areas, facilitating trade.
The steam engine's application in both rail and maritime transportation enabled countries to establish global trade networks, influencing the economy and international relations profoundly (Fogel, 1964). The growth of transportation systems not only enhanced the production landscape but also contributed significantly to the creation and support of a consumer economy.
Conclusion
In summary, the Industrial Revolution was a multifaceted period characterized by significant changes to technology, economy, society, and culture. It marked the transition to organized production methods, the rise of new social classes, urbanization, and public awareness of workers' rights. Innovations like the Cotton Gin, Power Loom, and Steam Engine not only facilitated manufacturing but also redefined transport systems, leading to profound economic implications. Understanding this historical period remains essential, considering the lasting effects of industrialization on contemporary socioeconomic systems.
References
- Ashton, T. S. (1997). The Industrial Revolution 1760-1830. Oxford University Press.
- Clark, G. (1999). Industrial Revolution. Cambridge University Press.
- Cohen, L. (1986). A People's History of the New World: The Industrial Revolution in America. Random House.
- Engels, F. (1845). The Condition of the Working Class in England. Penguin Classics.
- Fogel, R. W. (1964). Railroads and American Economic Growth: Essays in Econometric History. Johns Hopkins University Press.
- Hobsbawm, E. J. (1968). Industry and Empire: From 1750 to the Present Day. Weidenfeld & Nicolson.
- Landes, D. S. (1969). The Unbound Prometheus: Technological Change and Industrial Development in Western Europe from 1750 to the Present. Cambridge University Press.
- Marx, K. (1867). Capital: Critique of Political Economy. Penguin Classics.
- Mokyr, J. (1990). The Lever of Riches: Technological Creativity and Economic Progress. Oxford University Press.
- Polanyi, K. (2001). The Great Transformation: The Political and Economic Origins of Our Time. Beacon Press.
- Thompson, E. P. (1967). The Making of the English Working Class. Vintage.
- Tilly, C. (1992). Coercion, Capital, and European States, AD 990-1992. Blackwell.
- White, H. (1980). Railroads and the American Economic Growth: Essays in Econometric History. Johns Hopkins University Press.
- Williams, R. (1976). Keywords: A Vocabulary of Culture and Society. Oxford University Press.
- Wrigley, E. A. (2010). Energy and the English Industrial Revolution. Cambridge University Press.