World History for Us All
Big Era Seven
Panorama Teaching Unit
The Modern Revolution
1750-1914 CE
PowerPoint Overview Presentation
Industrialization and Its Consequences
Table of Contents
Why this unit?
Unit objectives
Time and materials
Authors
The historical context
Lesson 1: The Atlantic Revolutions
Lesson 2: The Industrial Revolution: What Difference Did it Make?
Lesson 3: Wanting to Be Top Dog: Colonialism 1750-1914
This unit and the Standards in Historical Thinking
Resources
2
2
3
3
3
6
23
37
54
54
Correlations to National and State Standards
58
World History for Us All
A project of San Diego State University
In collaboration with the
National Center for History in the Schools (UCLA) http://worldhistoryforusall.sdsu.edu/ World History for Us All
Big Era 7 Panorama Unit
Why this unit?
All too often, we restrict our study of modernization to the trappings of modernity—industrial capitalism, representative government, and rapid communications. We see societies that most obviously exhibit these characteristics as representing, somehow, our full historical development as a species. Societies that do not match these criteria are deficient or possibly pathological. We do ourselves and our students a great disservice, however, when we adopt this interpretation. In seeing things this way, we miss the fact that the years 1789-1914 witnessed revolutionary change in all parts of the world, not only in those that built factories and had elections. More than anything else, the formation of unequal relationships of dependence between colonizer and colonized changed the world as a whole irrevocably. In fact we cannot separate modernity from this new global inequality.
Unit objectives
Upon completing this unit, students will be able to:
1. Evaluate how effectively each of the four Atlantic revolutions lived up to the ideals of liberty and equality.
2. Describe basic characteristics of the Industrial Revolution, and explain major
Panorama Teaching Unit
The Modern Revolution
1750-1914 CE
PowerPoint Overview Presentation
Industrialization and Its Consequences
Table of Contents
Why this unit?
Unit objectives
Time and materials
Authors
The historical context
Lesson 1: The Atlantic Revolutions
Lesson 2: The Industrial Revolution: What Difference Did it Make?
Lesson 3: Wanting to Be Top Dog: Colonialism 1750-1914
This unit and the Standards in Historical Thinking
Resources
2
2
3
3
3
6
23
37
54
54
Correlations to National and State Standards
58
World History for Us All
A project of San Diego State University
In collaboration with the
National Center for History in the Schools (UCLA) http://worldhistoryforusall.sdsu.edu/ World History for Us All
Big Era 7 Panorama Unit
Why this unit?
All too often, we restrict our study of modernization to the trappings of modernity—industrial capitalism, representative government, and rapid communications. We see societies that most obviously exhibit these characteristics as representing, somehow, our full historical development as a species. Societies that do not match these criteria are deficient or possibly pathological. We do ourselves and our students a great disservice, however, when we adopt this interpretation. In seeing things this way, we miss the fact that the years 1789-1914 witnessed revolutionary change in all parts of the world, not only in those that built factories and had elections. More than anything else, the formation of unequal relationships of dependence between colonizer and colonized changed the world as a whole irrevocably. In fact we cannot separate modernity from this new global inequality.
Unit objectives
Upon completing this unit, students will be able to:
1. Evaluate how effectively each of the four Atlantic revolutions lived up to the ideals of liberty and equality.
2. Describe basic characteristics of the Industrial Revolution, and explain major