Advanced Placement World History with Mr. Duez
Unit 5: The European Moment, 1750 - 1914
Chapter 17: The Atlantic Revolutions and Their Echoes
Chapter 18: The Industrial Revolution
Week at a Glance:Chapter 18: The Industrial Revolution
MON -or- TUE: Quiz Ch 18; Review CH 17 & 18 Quiz; The Art of the French Revolution; DBQ Analysis & POV; Haitian and Latin Revolutions
WED/THU: TEST CH 17 & 18; DBQ Prep
FRI: DBQ Timed Writing on Ch 17 or Ch 18 - flip of a coin
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| Napoleon "Crossing the Alps" by David |
and
Tuesday, February 4th, 2014
Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
5. What was revolutionary about the Industrial Revolution?
6. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
7. What did humankind gain from the Industrial Revolution, and what did it lose?
8. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. Quiz Chapter 18 The Industrial Revolution
2. Review CH 17 & 18 Quizzes
3. Discussion, Video, & Notes - The Art of the French Revolution
4. DBQ Analysis. Prep for the Timed Writing on Friday. You will have the two DBQ questions that I hand out in class. We'll flip a coin on Friday to determine which one we will write. Prepare for both.
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| Storming of the Bastille and arrest of the Governor M. de Launay, July 14, 1789. -Anonymous painter |
Wednesday, February 5 -and- Thursday, Feb. 6 2014
Quote: "The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
5. What was revolutionary about the Industrial Revolution?
6. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
7. What did humankind gain from the Industrial Revolution, and what did it lose?
8. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
1. TEST - Chapter 17 & 18
After the test prep your DBQ for Friday.
2. Collaborative teamwork to prepare document based question for Friday.
Meaning, Analysis, Point of View. Thesis. Evidence. Impact.
DBQ Analysis. Prep for the Timed Writing on Friday. You will have the two DBQ questions that I hand out in class. We'll flip a coin on Friday to determine which one we will write. Prepare for both.
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| The Haitian Revolution - the first successful slave revolt in history. |
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| French artist Jacques Louis David |
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Friday, February 7, 2013
Quote: "All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis
Agenda:
1. DBQ Timed Writing.
Quiz on Monday over Chapter 19.
