YouTube: Chapter 18 - Industrial Revolution, Part II
Notes: Chapter 18 - Industrial Revolution
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| 2012 Summer Olympics - Opening Ceremony - Industrial Revolution Remembered |
Showing posts with label Chapter 18 Revolutions of Industry. Show all posts
Showing posts with label Chapter 18 Revolutions of Industry. Show all posts
Notes - Chapter 18 - Industrial Revolution
YouTube: Chapter 18 - Industrial Revolution, Part I
YouTube: Chapter 18 - Industrial Revolution, Part II
Notes: Chapter 18 - Industrial Revolution
YouTube: Chapter 18 - Industrial Revolution, Part II
Notes: Chapter 18 - Industrial Revolution
Agenda: Week of Feb. 9 - Feb. 13, 2015
Advanced Placement World History with Mr. Duez
Unit 5: The European Moment, 1750 - 1914
Chapter 17: The Atlantic Revolutions and Their Echoes
-and-
Chapter 18: The Industrial Revolution
Week at a Glance:-and-
Chapter 18: The Industrial Revolution
MON: Quiz Ch 18; Review 18 Quiz
TUE: Revolutions of Industry; Document Based Question Skills - POV, Historical Context; Analysis
WED/THU: TEST Unit 5, Part I: CH 17 & 18 -- Atlantic Revolutions & Revolutions of Industry
FRI: CCOT Skills; Timelines; WHC; Prep for Timed Writing next Fri.
Test Wed/Thu Unit 5: Part I, CH 17 & 18
No Quiz next week (no school on Monday)
Next Friday, Feb. 20th: CCOT 2 - Timed Writing in class.
Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay.
Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence.
• Addresses all parts of the question.
• Uses world historical context to show continuities and changes over time.
• Analyzes the process of continuity and change over time.
1. Analyze changes and continuities in long-distance migrations in the period from 1700 to 1900. Be sure to include specific examples from at least TWO different world regions.
2. Analyze the changes and continuities in labor systems between 1750-1914 in ONE of the following areas. In your analysis, be sure to discuss the causes of the changes and the reasons for the continuities.
Latin America and the Caribbean
Russia
Sub-Saharan Africa
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| Why did the Industrial Revolution take hold and seem to explode in Great Britain? |
Quote: "Change is the law of life. And those who look only to the past or present are certain to miss the future." - John F. Kennedy
Learning Targets:
• 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. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. 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. DBQ Analysis. We will do POV, Analysis, and Meaning of several documents regarding Industry and Revolution.
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| The Russian Revolution definitely qualifies as "Revolution of Industry". |
Quote: "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent." - Martin Luther King, Jr.
Learning Targets:
• 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. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. DO NOW: Review the document on the screen, write out the meaning & point of view.
2. Notes, Video, Discussion: Revolutions of Industry
3. DBQ Analysis. We will do POV, Analysis, and Meaning of several documents regarding Industry and Revolution.
Link to DBQ for Industrial Revolution
Link to DBQ for Atlantic Revolutions
Wednesday, February 11th and 12th, 2015
Quote: "To improve is to change; to be perfect is to change often." - Winston Churchill
Agenda:
1. TEST - Unit 5 - The European Moment, Part I:
Chapter 17 Atlantic Revolutions & Chapter 18 Revolutions of Industry
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| The Industrial Revolution made life better, but progress came with a cost. |
Friday, February 13, 2015
Quote: "I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road." - Stephen Hawking
Agenda:
1. DO NOW: Pick up the CCOT Packet from the front of the room.
2. CCOT: Timeline, tips, and practice.
Thesis writing
Analysis
Showing change/continuity over time
World Historical Context
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| Ok, get ready... set... let's go! CCOT #2 of the spring. |
Next Friday, Feb. 20th: CCOT 2 - Timed Writing in class.
Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay.
Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence.
• Addresses all parts of the question.
• Uses world historical context to show continuities and changes over time.
• Analyzes the process of continuity and change over time.
1. Analyze changes and continuities in long-distance migrations in the period from 1700 to 1900. Be sure to include specific examples from at least TWO different world regions.
2. Analyze the changes and continuities in labor systems between 1750-1914 in ONE of the following areas. In your analysis, be sure to discuss the causes of the changes and the reasons for the continuities.
Latin America and the Caribbean
Russia
Sub-Saharan Africa
Agenda: Feb 2 - Feb 6, 2015
World History AP with Mr. Duez
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY, 1750-1914
Chapter 17 Atlantic Revolutions & their Echoes
Chapter 18 Revolutions of Industry
Chapter 18 Revolutions of Industry
Week at a Glance:
MON: Quiz Ch 17; French Revolution Compared to other Atlantic Revolutions
TUE: ; French Revolution Documentary w/Questions
WED/THU: French Revolution Documentary w/Questions; The Art of the French Revolution
FRI: CCOT: Discuss good/bad with previous essay; look at good examples of work (Thesis, WHC); Intro to the Industrial Revolution - Chapter 18
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Chapter 17 - Atlantic Revolutions - TARGETS |
| As it still does today, art inspired people of the Atlantic Revolutions, David's Oath of the Horatii - cartoon version. |
- Notes - Chapter 17 - Atlantic Revolutions Compared
- Notes - Chapter 17 - The French Revolution
- Notes - Chapter 17 - The Art of the French Revolution
Link to Questions to answer for French Revolution Documentary
Crash Course World History - Revolutions:
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Monday, February 2, 2015
Quote of the Day: "One must maintain a little bit of summer, in the the midst of winter." H. D. Thoreau
Learning Targets:
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?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic revolutions?• 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?
Essential Questions:
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
4. Compare the Atlantic Revolutions.
Agenda:
1. Quiz CH 17 - Reading Check. Students may use hand written notes on the quiz.
2. Review CH 17 Quiz ~ Atlantic Revolutions
3. Notes, Discussion: Atlantic Revolutions Compared
Assignments:
We are watching the French Revolution Documentary and answering the questions in class.
Read Chapters 17 & 18. Be able to compare the Atlantic Revolutions.
Begin working on Industrial Revolution, Chapter 18 - so that you are prepared for the quiz on Ch 18. TEST over 17 & 18 is on Wednesday/Thursday Feb. 11th and 12th.
2. Review CH 17 Quiz ~ Atlantic Revolutions
3. Notes, Discussion: Atlantic Revolutions Compared
Assignments:
We are watching the French Revolution Documentary and answering the questions in class.
Read Chapters 17 & 18. Be able to compare the Atlantic Revolutions.
Begin working on Industrial Revolution, Chapter 18 - so that you are prepared for the quiz on Ch 18. TEST over 17 & 18 is on Wednesday/Thursday Feb. 11th and 12th.
Tuesday, Feb. 3, 2015
Quote of the Day: "A snow day literally and figuratively falls -unbidden - and seems like a thing of wonder." Susan Orlean
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?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
4. Compare the Atlantic Revolutions.
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
2. Discuss the answers to the question and the video. What are the reasons for revolution in France
Assignments:
We are watching the French Revolution Documentary and answering the questions in class.
Read Chapters 17 & 18. Be able to compare the Atlantic Revolutions.
Begin working on Industrial Revolution, Chapter 18 - so that you are prepared for the quiz on Ch 18. TEST over 17 & 18 is on Wednesday/Thursday Feb. 11th and 12th.
 |
| The Tennis Court Oath, by David |
Wednesday, Feb. 4th, 2015 & Thursday, Feb. 5, 2015
Quote of the Day: "Nothing burns like the cold." - Anon.
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?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
4. Compare the Atlantic Revolutions.
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
2. Notes, Video, Discussion: The Art of the French Revolution.
Assignments:
We are watching the French Revolution Documentary and answering the questions in class.
Read Chapters 17 & 18. Be able to compare the Atlantic Revolutions.
Begin working on Industrial Revolution, Chapter 18 - so that you are prepared for the quiz on Ch 18. TEST over 17 & 18 is on Wednesday/Thursday Feb. 11th and 12th.
 |
| The Death of Marat, by David |
Friday, Feb. 6, 2015
Quote of the Day: "One kind word can warm 3 winter months." - Japanese Proverb
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?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
4. Compare the Atlantic Revolutions.
Agenda:
1. Discuss the CCOT Timed Writing from last month.
2. Discuss Chapter 17 - Atlantic Revolutions Compared.
3. Introduction to Chapter 18 - Revolutions of Industry
Assignments:
We are watching the French Revolution Documentary and answering the questions in class.
Read Chapters 17 & 18. Be able to compare the Atlantic Revolutions.
Begin working on Industrial Revolution, Chapter 18 - so that you are prepared for the quiz on Ch 18. TEST over 17 & 18 is on Wednesday/Thursday Feb. 11th and 12th.
Targets: Chapter 18 - Industrial Revolution
Targets: Chapter 18 - Industrial Revolution
 |
| 2012 Summer Olympics Opening Ceremony in London. Celebrates & Remembers the Industrial Revolution. |
Agenda: Week of Feb. 3rd - Feb. 7th, 2014
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.
 |
| 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.
 |
| The Haitian Revolution - the first successful slave revolt in history. |
 |
| 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.
Agenda for week of Feb 11 - Feb 15, 2013
World History Advanced Placement
Unit 5 - The European Moment, 1750-1914
Week at a Glance:MON- Quiz; Introduction to the Industrial Revolution
TUE- DBQ - Industrial Revolution - working as a class cooperatively
W/TH- Impact of the Industrial Revolution; Independent & Full Class discussion of DBQ over Industrial Revolution
FRI- Free Response Question - DBQ - Industrial Revolution
 |
| The Iron Bridge crosses the River Severn in Shropshire, England. It was the first arch bridge in the world to be made of cast iron, a material which was previously too expensive to use for large structures. |
Monday, February 11, 2013
Quote: “All that we are is the result of what we have thought. The mind is everything. What we think we become.” - Buddha
Learning Targets:
• 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 nonindustrialized neighbors
Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. Quiz Chapter 18 - Revolutions of Industry. Students may use hand written notes.
2. Do Now Question after Quiz: Why did the Industrial Revolution begin in Britain?
3. Lecture, Discussion, & Video: Introduction to the Industrial Revolution. Why Britain & Europe? Impact on the planet. The birth of a new era.
 |
| Like he said. |
Tuesday, February 12, 2013
Quote: “When you change the way you look at things, the things you look at change.” ― Wayne W. Dyer
Learning Targets:
• 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 nonindustrialized neighbors
Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. Do Now: Pick up DBQ Packet from the front of the room. Begin working on analyzing the documents and following the instructions on the packet.
2. In cooperative groups:
- Analyze the prompt.
- Document Analysis. M-A-P (Meaning, Analysis, Point of View)
- Group the documents
- Write the thesis
3. Full class discussion of each component. The class will create a single set and write it up on the white board.
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Wednesday, February 13, 2013 & Thursday, February 14, 2013
Quote: “We are the cosmos made conscious and life is the means by which the universe understands itself.” ― Brian Cox
Learning Targets:
• 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 nonindustrialized neighbors
Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. Do Now Question: In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
2. Lecture, Discussion, Video on Industrial Revolution and Impact: How did the Industrial Revolution change the world? Also discuss capitalism & socialism -- two economic systems that see their roots in the IR
3. Self-analysis of last Friday's Timed Writing DBQ. Students will analyze their work with the rubric.
4. Students will work independently for 20 minutes on an Industrial Revolution DBQ. The remainder of the class will be a group discussion on unpacking and breaking down the DBQ:
- Analyze the prompt.
- Document Analysis. M-A-P (Meaning, Analysis, Point of View)
- Group the documents
- Write the thesis
 |
| Happy Valentine's Day. |
Friday, February 15, 2013
Quote: “One does not become enlightened by imagining figures of light, but by making the darkness conscious.” ― Carl Jung
Agenda:
1. Free Response Question - Timed Writing - Industrial Revolution DBQ.
Enjoy Monday and we'll see you Tuesday. Quiz over Chapter 19 on Tuesday.
Targets CH 18 - Revolutions of Industry
The Industrial Revolution was the transition to new manufacturing processes that occurred in the period from about 1760 to some time between 1820 and 1840. This transition included going from hand production methods to machines, new chemical manufacturing and iron production processes, improved efficiency of water power, the increasing use of steam power and development of machine tools.
The transition also included the change from wood and other bio-fuels to coal. The Industrial revolution began in England and within a few decades spread to Western Europe and the United States.
The Industrial Revolution marks a major turning point in history; almost every aspect of daily life was influenced in some way. Most notably, average income and population began to exhibit unprecedented sustained growth. In the words of Nobel Prize winner Robert E. Lucas, Jr., "For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth ... Nothing remotely like this economic behavior has happened before".
Video for the Chapter (click below to view on this site):
1. BBC's The Industrial Revolution Why did the Industrial Revolution happen in 18th century Britain?
2. Crash Course World History: Coal, Steam, and the Industrial Revolution
3. Industrial Revolution Theme from London 2012 Summer Olympics Opening Ceremony
4. Andrew Marr's History of the World: Age of Industry
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