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Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
! 80% of our students will graduate from high school college or career ready ! 90% of students will graduate on time
! 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the World History & Geography curriculum
framework.
Designed with the teacher in mind, this curriculum framework has a focus on integrating literacy skills and strategies with content standards. This document presents a framework for organizing instruction around the Tennessee State Standards for World History & Geography so that every student is able to meet or exceed their age specific requirements for college and career readiness. The standards define what is expected for this subject at this grade level and this framework provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments and high quality instruction are at the heart of this curriculum framework. Educators should use this guide and the standards as a road map for daily instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
How to Use the World History & Geography Curriculum Framework
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, it is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies. Students must employ essential literacy strategies that explicitly demonstrate the application of reading, writing, and thinking strategies to support learning in social studies.
The integration of literacy and social studies is critical for student success. This curriculum map is designed to help teachers make effective decisions about what Social Studies content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
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The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career Ready Literacy
Standards):
http://www.tncore.org/english_language_arts.aspx
Teachers can access the TNCore
standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity
Collection:
http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Work Finder:
http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most
significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent
Questions Resources:
http://achievethecore.org/page/710/text-dependent-question-resources
Teachers can use the resources in this set of resources to craft their own
text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects
Sequenced:
http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Content Area Literacy
Achieve The Core for Social Studies:
http://achievethecore.org/dashboard/300/sear ch/1/1/9/10/11/12/page/737/history-social-studies-lessons-list-pg
Teachers can access sample lessons for use in high school Social Studies classrooms. Close Reading
Teaching History.Org section on Close Reading Lessons in Social Studies: http://teachinghistory.org/teaching-materials/teaching-guides/25690
Teachers can learn more about how to lead their Social Studies students in a close read. Text Dependent Questioning
TNCore Text Dependent Question in Social Studies:
http://tncore.org/literacy_in_social_studies/ins tructional_resources/text_dependent_questio ns.aspx
Teachers can use the resources to craft their own text-dependent questions based in Social Studies.
Document Based Questioning The History Study Center:
http://www.historystudycenter.com/infoCenter /infoCenter.do?page=DBQindex
Teachers can access this site for free and explore a bank of primary source documents and document based questions created for World History classes.
Important Details
• Each framework is divided into the units as set forth by the state. The full state document can be found at this site:
http://www.tn.gov/assets/entities/education/attachments/std_ss_world_history_geogr aphy.pdf
• On the opening page of each unit there is a suggested time frame for instruction on the unit.
• Each unit consists of several sections: State Standards, Big Ideas, Guiding Questions, Vocabulary, Suggested Activities, Resources, Additional Supporting Texts and Documents and Assessment.
• The Assessment section contains a document based assessment. This could be
used in a variety of ways and the text pieces used could be accessed to open the unit, revisited for close reading and instruction and then referred to again for the assessment.
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• If hyperlinks in this document are not active due to digital translation issues the user should copy and paste the link into the address bar of a web browser to access the material.
• This document is to be used with the McGraw-Hill textbook World History & Geography - Modern Times. There are notations in the Instructional Activities & Resources section for specific pages and materials that are part of the textbook. Educators must request and receive an access code from the district Instructional Advisor for full access to the online pieces. Educators are also encouraged to explore the online resource package for other materials not mentioned in this
document. Abbreviated codes in Instructional Activities & Resources section match the coding in the Teacher Edition of the text.
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THE ENLIGHTENMENT AND THE FOUNDING OF THE UNITED STATES - 1750-1797 (3 weeks)
STATE STANDARDS
W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau and Thomas Jefferson.
W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), and the American Declaration of Independence (1776) citing textual evidence.
Additional Standards
A.1 Describe how the American Revolution was perhaps the most successful colonial uprising in history.
A.2 Analyze the factors that led to the American Revolution including Enlightenment ideas, colonial attitudes and actions and British acts. A.3 Explain the reasoning for the actions of both the British and the American colonists in the lead up to the Revolutionary War.
A.4 Describe the major moments and battles of the Revolutionary War and how each affected the ultimate outcome. • Lexington & Concord
• Dunmore’s Proclamation • Declaration of Independence • Battle of Long Island
• Christmas crossing of the Delaware • Battle of Brandywine • Valley Forge • Battle of Monmouth • Battle of Newtown • Pennsylvania Mutiny • Battle of Yorktown • Treaty of Paris
A.5 Evaluate the effectiveness of the Articles of Confederation. A.6 Explain the need for the Constitution and the Bill of Rights.
A.7 Describe the struggles the United States endured in trying to found the new nation and explain how they affected later events in the country’s history.
Primary Documents and Supporting Texts to Read: excerpts from The Magna Carta (1215), excerpts from The English Bill of Rights (1689), The American Declaration of Independence (1776)
Primary Documents and Supporting Texts to Consider: excerpts from Mary Wollstonecraft’s Vindication of the Rights of Women; excerpts from Montesquieu’s Spirit of the Law; excerpts from Immanuel Kant’s Critique of Pure Reason; excerpts from John Locke’s Second Treatise of Government; excerpts from Jean Jacques Rousseau’s The Social Contract; excerpt from George Washington’s Farewell Address; excerpts from Thomas Paine’s Common Sense
BIG IDEAS
The ideas of the Enlightenment inspired American colonists to seek for radical changes in government and society.
RELEVANCE: The documents, individuals and philosophies of the Enlightenment had people in Europe and the American Colonies thinking about man as an individual, the rights that each person possesses and how they should be conveyed and governed. Such ideas broke from the past domination of the church in Europe and reflected more on science and what could be proven and reasoned.
TNSS: W.1, W.2
The American Revolution took place as a result of several actions and reactions over the course of 20 years and not just a single event. RELEVANCE: Starting with debts that had accumulated from the French and Indian War, the British government in London, their agents in the colonies and various colonial leaders started down a collision course where economic freedom led the charge to political freedom and independence for the colonies.
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 2 of 5!
Although they had the advantage of fighting closer to their own homes, the American Colonists were no match for the British army using the standard practices of war of that day.
RELEVANCE: During the first part of the war General George Washington was driven from the field of battle in humiliating defeat. He and other military leaders had to learn how to use stealth and surprise to their advantage to implement a type of guerrilla warfare that was not commonly practiced in that day in order to defeat a well trained and well supplied British army. Washington was ultimately a success but there were several times throughout the years of the war when his leadership and the call of the Continental Congress to break free from England were called into serious question.
TNSS: A.4
The American Revolution took place as a result of several actions and reactions over the course of 20 years and not just a single event. RELEVANCE: Starting with debts that had accumulated from the French and Indian War, the British government in London, their agents in the colonies and various colonial leaders started down a collision course where the desire for economic freedom led the charge to political freedom and independence for the colonies.
TNSS: A.2, A.3
Once the war was over and the United States was established as an independent nation some of the most difficult challenges were just beginning.
RELEVANCE: The war was a long a difficult struggle for the colonies but when it ended they had to decide how they would now form their country and govern it. Would it truly be a nation or just a set of independent states that were loosely tied together? Would they have a king, a parliament or what? They were heading into uncharted waters and took two tries to develop a government that would work and continues to do so today. Although it was not perfect, the ideas seem to be as close to that ideal as any humans have ever put into practice. The ability for people to choose their leaders, alter the government at the consent of the greater population and adjust to changing times and circumstances was a huge step forward. Yes, many were excluded from participation initially, ethnic minorities and women, and slavery was an accepted practice, but the great leap forward in the rights of human beings all over the world was set in motion by the new American government.
TNSS: A.5, A.6, A.7
George Washington’s election as president and later self removal after two terms in office was an unprecedented step in government.
RELEVANCE: Washington was elected and likely could have been in office for the rest of his life if he chose to be but stepped away after two terms. The peaceful transition from leader to another seems routine for us today but this was a monumental change in the history of the world. Many nations in the world have based their governments and how they operate on the process designed and pioneered by our Founding Fathers.
TNSS: A.6, A.7
GUIDING QUESTIONS
How were major political reforms and revolutions of the 1700s and early 1800s influenced by Enlightenment thinkers?
Were the American colonists justified in their reasoning for breaking away from British rule or did they seek only policies that benefitted them economically and were not applied to the rest of the people governed by England at that time?
What were the causes of the American Revolution?
How was war different at that time when compared to more recent times or today? What strategies did the colonists have to employ to win the war?
What challenges did the colonists face during the war? What challenges did the British face during the war? What would have happened to the colonial political leaders of the Revolution if they had not won?
What difficulties did the new American nation encounter as they set up their new country and government?
VOCABULARY heretic conflict policy inflation heliocentric divine right Puritan commonwealth restoration scientific method convert natural rights stability absolutism deism emerge philosopher geocentric sphere social contract
! gravitation rationalism rigid enlightened absolutism inductive reasoning separation of powers successor eventually laissez-faire generation amendment federal system arbitrary salon guarantee manumission SUGGESTED ACTIVITIES
1. Assign students to read one of the Enlightenment writers’ words and interpret it for the class. Students should point out the primary issue being discussed by the author and how it applies to freedom. See Appendices 1-8. These primary sources coincide with and supplement Textbook p.128-138. CCSS RH.9-10.1, RH.9-10.2, RH.9-10.8, RH.9-10.10
https://www.dropbox.com/sh/626teg3ggqvwmzf/AABUC_OxTKJK_yHilCJH6Voga Mary Wollstonecraft – Vindication of the Rights of Women - http://www.fordham.edu/halsall/mod/mw-vind.asp Montesquieu - Spirit of the Law - http://www.scholastic.com/teachers/article/spirit-laws-excerpt Immanuel Kant - Critique of Pure Reason - http://www.fordham.edu/halsall/mod/kant-cpr.asp John Locke - Second Treatise of Government - orias.berkeley.edu/summer2004/Final%20Drafts/locke.pdf Thomas Hobbes – Leviathan - http://www.thenagain.info/Classes/Sources/Hobbes.html Jean Jacques Rousseau - The Social Contract - http://history.hanover.edu/courses/excerpts/165rous-sc.html
2. Write a dialogue between two Enlightenment thinkers that analyze a current economic, political, or social issue. Suggestion: have students create the conversation using an animation website or program (for example, GoAnimate) Corresponds to Textbook p.132-138. 3. Citing textual evidence, conduct a debate in which students address the purpose of government.
4. Create a table of Enlightenment Thinkers that identifies their key works and summarizes each individual’s ideas. Include in the chart a quote that best represents the main idea of each thinker. Corresponds to Textbook p.132-138.
5. Students will map the major battles and events of the American Revolutionary War period. See Appendix 9. Corresponds to Textbook p.145-147. https://www.dropbox.com/sh/626teg3ggqvwmzf/AABUC_OxTKJK_yHilCJH6Voga
6. Rewrite, dramatize or illustrate a passage, quote or excerpt from one of the key documents from this time period.
7. Distribute a selection of pre-American Revolutionary cartoons. Students write explanations or interpretations of the cartoons. As an alternative assignment, students create their own cartoons after studying samples.
8. Students map the movement of democratic ideas, enlightenment and reform during the seventeenth and eighteenth centuries. Also, identify and locate earlier cultures around the world where democratic practices and ideas existed in some form.
9. Make a list of symbols used by our government today to help shape American views and opinions about our nation and the ideals for which it stands.
10. Groups work together to create an infographic that graphically represents various characteristics and issues of the American Revolution. 11. Assign students to read the two current articles (Appendix 10 & 11) and interpret whether modern politicians are following the principles
and practices set up by the Founding Fathers or if they have strayed. Explain how. CCSS 10.6, CCSS 10.8, CCSS RH.9-10.9 https://www.dropbox.com/sh/626teg3ggqvwmzf/AABUC_OxTKJK_yHilCJH6Voga
12. Assign students to rank each of the Amendments to the United States Constitution in order of importance. Ask them to remove 10 and explain why they would do so and why they would be willing to give up that freedom.
13. Create a poster that analyzes an important document of the Age of Revolution using a reading strategy.
14. Provide a list of questions about Enlightenment writers and a list of Web sites where students can research the answers. Ask questions that encourage students to think about broad issues.
15. Read Lord Dunmore's Proclamation regarding slavery in the colonies during the Revolutionary War. What effect did it have on individuals, the colonies and the outcome of the war? Corresponds with Textbook p.142-145. Lord Dunmore's Proclamation -
http://www.pbs.org/wgbh/aia/part2/2h42.html . Historical commentary about Dunmore’s Proclamation and the effect it had on slaves and the war overall - http://www.pbs.org/wgbh/aia/part2/2i1615.html , http://www.pbs.org/wgbh/aia/part2/2i1599.html ,
http://www.pbs.org/wgbh/aia/part2/2i1632.html , http://www.pbs.org/wgbh/aia/part2/2i1612.html , http://www.pbs.org/wgbh/aia/part2/2i1614.html , http://www.pbs.org/wgbh/aia/part2/2i1618.html , http://www.pbs.org/wgbh/aia/part2/2i1619.html , http://www.pbs.org/wgbh/aia/part2/2i1621.html , http://www.pbs.org/wgbh/aia/part2/2i1623.html
16. Provide different scenarios that portray the emergence of revolutionary ideas associated with the Enlightenment. Have students meet in small groups and discuss their reaction to these ideas. Suggestion: Try to modernize the scenarios so that they can relate to them on a more personal level.
17. Create a poster or infographic that illustrates either a single quotation or a set of ideas from the Enlightenment.
18. Select either a philosopher from the Enlightenment or a figure form the American Revolution. Explain how his/her actions, beliefs and/or works contribute to improving society. Corresponds with Textbook p.132-145.
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 4 of 5! RESOURCES
1. The Glorious Revolution - http://www.bbc.co.uk/history/british/civil_war_revolution/glorious_revolution_01.shtml 2. Liberty! The American Revolution - http://www.pbs.org/ktca/liberty/
3. Was the American Revolution Inevitable? - http://www.bbc.co.uk/history/british/empire_seapower/american_revolution_01.shtml 4. Enlightenment - http://www.fordham.edu/halsall/mod/modsbook10.asp
5. Age of Enlightenment - http://smarthistory.khanacademy.org/1700-1800-Age-of-Enlightenment.html 6. Magna Carta - http://www.historylearningsite.co.uk/magna_carta.htm
7. The English Bill of Rights - http://www.duhaime.org/LawMuseum/LawArticle-110/1689-The-English-Bill-of-Rights.aspx 8. Declaration of Independence - http://www.archives.gov/exhibits/charters/declaration.html
9. http://amrevmuseum.org/learn
10. http://timeline.americanrevolutioncenter.org/
11. http://www.archives.gov/exhibits/charters/constitution_transcript.html 12. http://constitutionus.com/
13. Revolutionary War materials – Newspaper stories from the 1700s, ads for soldiers to return to service, accounts of the conditions for Washington’s Continental Army at Valley Forge, images of the Revolutionary War Tomb of the Unknown Soldier (DROPBOX) https://www.dropbox.com/sh/ps72flwsr4xmnfq/AAAp8O1UxQ2e09ITR1YO3V7Ea
14. Post-Revolutionary War America -
http://www.pbs.org/wgbh/aia/part2/2i1624.html http://www.pbs.org/wgbh/aia/part2/2i1604.html
15. Slavery & the Constitution - http://www.pbs.org/wgbh/aia/part2/2i1625.html
16. Making the Revolution: America, 1763-1791 - http://americainclass.org/sources/makingrevolution/war/text6/text6.htm 17. Internet Modern History Sourcebook: Enlightenment - http://legacy.fordham.edu/halsall/mod/modsbook10.asp 18. Documents on European History in the Age of Absolutism and Enlightenment
-http://personal.ashland.edu/~jmoser1/enlightenmentdocuments.htm
19. The Avalon Project: 18th Century Documents: 1700-1799 - http://avalon.law.yale.edu/subject_menus/18th.asp
20. Crash Course video - http://www.pbslearningmedia.org/resource/f38124af-8f4d-4ceb-a006-f01b4ff87316/tea-taxes-and-the-american-revolution-crash-course-world-history-28/
ASSESSMENT
Read the passage below and address the task:
It is of man that I have to speak; and the question I am investigating shows me that is to men that I must address myself: for questions of this sort are not asked by those who are afraid to honor truth. I shall then confidently uphold the cause of humanity before the wise men who invite me to do so, and shall not be dissatisfied if I acquit myself in a manner worthy of my subject and of my judges.
I conceive that there are two kinds of inequality among the human species; one, which I call natural or physical, because it is established by nature, and consists in a difference of age, health, bodily strength, and the qualities of the mind or of the soul: and another, which may be called moral or political inequality, because it depends on a kind of convention, and is established, or at least authorized by the consent of men. This latter consists of the different privileges, which some men enjoy to the prejudice of others; such as that of being more rich, more honored, more powerful or even in a position to exact obedience.
It is useless to ask what is the source of natural inequality, because that question is answered by the simple definition of the word. Again, it is still more useless to inquire whether there is any essential connections between the two inequalities; for this would be only asking, in other words, whether those who command are necessarily better than those who obey, and if strength of body or of mind, wisdom or virtue are always found in particular individuals, in proportion to their power or wealth: a question fit perhaps to be discussed by slaves in the hearing of their masters, but highly unbecoming to reasonable and free men in search of the truth. …
Others have spoken of the natural right of every man to keep what belongs to him, without explaining what they meant by belongs. Source: Excerpt from A Dissertation On the Origin and Foundation of the Inequality of Mankind, Jean Jacques Rousseau, 1755
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Citing evidence from the text and you own knowledge compose and essay that answers the question of what can a person say genuinely belongs to them, or what is theirs, unable to be taken by another? Compare and contrast examples of what can and cannot be taken from a person and why this idea was important to the Founding Fathers and us today.
Display the photos from the Revolutionary War Tomb of the Unknown Soldier. Based on your own knowledge and citing evidence from the photos compose an essay that explains why this site speaks to the ideals of the American Revolution and how it affects us today.
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 1 of 4! THE AGE OF REVOLUTION - 1750-1850
(3 weeks) STATE STANDARDS
W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in France and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussaint L’Ouverture and Thomas Jefferson.
W.2 Analyze the principles of the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence.
W.3 Conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror and the rise and fall of Napoléon.
W.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire.
W.5 Describe how nationalism spread across Europe with Napoléon then repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Primary Documents and Supporting Texts to Read: excerpts from “The French Declaration of the Rights of Man and Citizen” (1789)
Primary Documents and Supporting Texts to Consider: excerpts from Charles Dickens’ Tales of Two Cities; excerpts from Olympe de Gouges’ “Declaration of the Rights of Woman and of the Citizen”; excerpt from Jacques Necker “Account to the King”; excerpt from Emmanuel-Joseph Sieyes’ “What is the Third Estate?”; the French National Anthem “La Marseillaise”; excerpts from the National Assembly’s “Tennis Court Oath”
BIG IDEAS
The example of the newly formed United States of America helped inspire other nations, particularly in the Western Hemisphere, to think about breaking ties with their European monarchs.
Relevance: The American Revolution inspired other leadersthe day to take a similar gamble and use distance and will to revolt against European monarchs who had never even seen the colonies the claimed to rule. The United States Constitution is the model for almost every free government in the world today. Those same ideals and American successes still inspire people around the globe today as the seek more freedom and self government.
TNSS: W.1
The beginning of the French Revolution of 1789, along with each phase and faction involved, represents a set of beliefs and group and class interests that were to become common in most world societies ever since.
Relevance: The French Revolution empowered citizens in Europe to pursue change and it became a significant factor in ending economic, political and social oppression around the world. Included in this change was the end of feudalism in Europe and the decline of Catholic Church’s power and influence. A new political spectrum emerged, radicals, moderates, and conservatives fought for control in France and abroad.
TNSS: W.3, W.4
The decision makers at the Congress of Vienna had the goal of restoring peace after the French Revolution and the wars with Napoleon. These leaders were able to create a lasting peace in Europe that lasted until 1914.
Relevance: The Congress of Vienna and the Concert of Europe serves as a foundation for the United Nations, which is built on the same principle of keeping and restoring peace around the globe. Despite the peace between countries, the growth of modern nationalism emerged as citizens grappled with governments for control of their lives. This renewed interest in liberty and freedom led to the redrawing and establishment of new political borders, especially in Europe.
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GUIDING QUESTIONS
How were major political reforms and revolutions of the late eighteenth and early nineteenth centuries influenced by Enlightenment thinkers? In what ways did other leaders in the Americas emulate the Founding Fathers of the United States?
What were the causes and effects of the French Revolution and how did the Revolution lead to the Napoleonic Empire? How did the Congress of Vienna and the Concert of Europe insure peace in Europe?
VOCABULARY estate taille consumer bourgeoisie exclusion sans-culottes domestic percent electors coup d'etat guillotine consulate capable liberal nationalism reaction conservatism principle of intervention liberalism constitution SUGGESTED ACTIVITIES
1. Textbook p.150-151 - Step Into the Time & Step Into the Place, Primary Source & DBQ - p.150 CCSS RH.9-10.1, RH.11-12.1, Map & Timeline, V - p.150, C p.151
2. Write a dialogue between two French Revolution leaders as if they were analyzing an economic, political or social issue during the Revolution. Suggestion: Have students create the conversation using an animation website or program (for example, GoAnimate). Textbook p.152-153.
3. Divide the class into groups of three or four. Assume the role of members of the French peasantry, bourgeoisie, nobility and clergy to find out what life would have been like for members of each group on the eve of the revolution. Textbook p.152-153, C p.153.
4. In the role of a member of the First, Second or Third Estate, write a brief speech explaining why the French political system needs to change. Textbook p.152-153.
5. Organize the class as if it were a salon in Paris during this time period. Participants research one of several philosophers or
revolutionaries (e.g., Montesquieu or Rousseau) and respond in character to predetermined focus questions or topics. Textbook p.138, C p.138.
6. Primary Source - Mobilization Decree - Textbook p.161, C p.161
7. Student groups will compose an original revolutionary song that incorporates key concepts and issues from the French Revolution or the wars of independence in Latin American.
8. Draw a social pyramid that represents the class and political structure of pre-Revolutionary France. Include specific details for each class regarding ideas such as titles, employment, wealth, religion and property ownership. Textbook p.152-153.
9. Have students work with a partner to write brief profiles of various French citizens: priest, manufacturer, peasant, member of the royal family, apprentice, and nobleman. In the profile, students should identify the pre-Revolutionary social class to which a citizen belongs to, any grievances each might have had and suggestions to the king for changes that need to take place. After assigning roles, have the class participate in a simulation that reflects the feudal society that pre-Revolutionary France maintained.
(http://users.manchester.edu/Student/SRKauffman/professionalwebsite/MiddleAgesLessons.pdf)
10. Assume the role of someone living during the Age of Revolution. Choose an event and write a letter to the editor from either the viewpoint of a revolutionary or from the viewpoint of someone in the monarchy. Compare and contrast letters from each side.
11. List changes that occurred during the different phases of the French Revolution. Ask students to assess whether the changes made France a better or worse place for its citizens. Textbook p.155-162. C p.154, C p.155, C p.156, C p.159.
12. Produce a flowchart of Napoleon’s rise and eventual defeat. Next, categorize each event as an accomplishment or a mistake. Use the flowchart to explain whether Napoleon had a positive or negative impact on France. Textbook p.163-169.
13. In the role of a member of Napoleon’s army during the Hundred Days, write a letter to a friend explaining why you are willing to fight for the emperor. Textbook p.165-167.
14. Create an annotated or illustrated timeline of French Revolution events. Develop a color system that can be used to color code events and their relationship with Enlightenment ideals. (Example: using red to code an event that could be associated with Hobbes' perspective of an absolute government being the best model of government)
15. Re-create the ending of the Congress of Vienna. Assign students a country that attended the Congress of Vienna (Great Britain, France, Russia, Austria, and Prussia) and either assign them a specific role or allow them to choose a role within the group. Students will participate in a press conference that details the finishing of the treaty. Cite evidence from internet resources and/or the textbook in
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 3 of 4! preparing and writing statements. Textbook p.169-170. C p.169, Map p.170, C p.170.
16. As a newspaper editor in the early 1800s, write an editorial – pro or con – on the Congress of Vienna and its impact on politics in Europe. Textbook p.169-170.
17. Students map the movement of democratic ideas, enlightenment and reform during the seventeenth and eighteenth centuries. Also, identify and locate earlier cultures around the world where democratic practices and ideas existed in some form.
18. Compare and contrast American symbols of government with symbols of the French Revolution.!
19. Groups work together to create an infographic that graphically represents various characteristics and issues of a selected or chosen revolution.
20. Read the statement from Napoleon in the Textbook p. 167, Analyzing Primary Sources. Was Napoleon correct in his thought regarding France needing him more than he needed it? What other common adage comes from this statement?
21. Profile three revolutionary figures with one being from the United States, one being from France and one from Latin America citing date of birth, date of death, location of birth, location of revolutionary activities and positions held in life. Compare and contrast their lives and accomplishments. Which was ultimately the most successful? Explain why. Textbook p.145-147, 152-162 & 192-195.
22. Assume the role of a Parisian throughout the French Revolution. Write a series of journal entries on the major events of the Revolution. Textbook p. 152-162.
23. Although a French King was restored to the throne in 1815, in what ways had the revolution and Napoleon permanently change French society and state? Textbook p.164-165.
24. Make an argument as to which government arrangement – monarchy, National Assembly’s constitutional monarchy, National Convention or Directory – was best suited to revolutionize France. Textbook p.152-162.
25. Create a map of Latin America before 1750, another showing revolutionary and boundary changes in 1800 and another for 1850. RESOURCES 1. http://www.france.fr/en/en-search/en-content/index82cb.html?filters=status%3A1%20language%3Aen%20tid%3A16342 2. http://www.history.com/topics/french-revolution 3. http://www.britannica.com/EBchecked/topic/219315/French-Revolution 4. https://history.state.gov/milestones/1784-1800/french-rev 5. http://history-world.org/french_revolution.htm
6. Liberty, Equality, Fraternity. Exploring the French Revolution - https://chnm.gmu.edu/revolution/
7. The History of Latin America: the Independence Era - http://latinamericanhistory.about.com/od/latinamericaindependence/ 8. Declaration of the Rights of Man and Citizen - http://www.historyguide.org/intellect/declaration.html
9. http://www.pbs.org/empires/napoleon/home.html 10. http://www.infoplease.com/encyclopedia/history/concert-europe.html 11. http://www.historytoday.com/maurice-cranston/french-revolution-ideas-and-ideologies 12. http://www.eyewitnesstohistory.com/frenchrevolution.htm 13. https://www.khanacademy.org/humanities/history/1600s-1800s/french-revolution-tutorial/v/french-revolution-part-1 14. http://frda.stanford.edu/en/images 15. http://www.neok12.com/French-Revolution.htm 16. http://glencoe.mheducation.com/sites/3333366666/student_view0/chapter10/primary_sources__maps_and_images.html 17. http://thecaveonline.com/APEH/frrevdocuments 18. http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/49041.html 19. http://eudocs.lib.byu.edu/index.php/France:_1789_-_1871 20. http://www.pbslearningmedia.org/resource/the-seven-years-war-crash-course-world-history-26/ 21. http://www.pbslearningmedia.org/resource/the-french-revolution-crash-course-world-history-29/ 22. http://www.pbslearningmedia.org/resource/haitian-revolutions-crash-course-world-history-30/ 23. http://www.pbslearningmedia.org/resource/latin-american-revolutions-crash-course-world-history-31/ 24. http://www.biography.com/people/simon-bolivar-241196 25. http://www.biography.com/people/josé-de-san-martín-37154 26. http://www.biography.com/people/antonio-lópez-de-santa-anna-9471400 27. http://www.biography.com/people/louis-xiv-9386885 28. http://www.biography.com/people/napoleon-9420291 29. http://www.biography.com/people/marie-antoinette-9398996 30. http://www.biography.com/people/maximilien-de-robespierre-37422 31. http://www.biography.com/people/louis-xvi-9386943 32. http://www.biography.com/people/toussaint-louverture-9509252 33. http://www.biography.com/people/james-monroe-9412098
! 34. http://www.history.com/topics/french-revolution 35. http://www.bbc.co.uk/timelines/zg9kwmn 36. http://www.bbc.co.uk/timelines/zwtf34j 37. http://www.bbc.co.uk/timelines/zxjw7ty 38. http://www.bbc.co.uk/history/historic_figures/nelson_admiral_horatio_lord.shtml ASSESSMENT
Read the following passage and then address the task below:
Excerpts from: Declaration of the Rights of Man, Approved by the National Assembly of France, August 26, 1789 - Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. 5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.
13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes. Source: http://avalon.law.yale.edu/18th_century/rightsof.asp
Select three articles from the passage above and write a detailed explanation what each of the three means. Are there similar beliefs, laws or practices in the United States? If so, identify what they are and where the can be found in our legal system.
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 1 of 6! THE INDUSTRIAL REVOLUTION - 1750-1914
(3 weeks) STATE STANDARDS
W.6 Describe the growth of population, rural to urban migration and growth of cities.
W.7 Explain the connections among natural resources, entrepreneurship, labor and capital in an industrial economy including the reasons why the Industrial Revolution began in England.
W.8 Write an informative piece analyzing the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen and Karl Marx.
W.9 Evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens and the move away from Classicism in Europe.
W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur and Thomas Edison.
W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement and the impact of social and political reform.
W.12 Participate effectively in collaborative discussions explaining the vast increases in productivity and wealth, growth of a middle class and general rise in the standard of living and life span.
Primary Documents and Supporting Texts to Consider: excerpts from the abolitionist writings and speeches of William Wilberforce; excerpts from John Stuart Mill’s On Liberty; excerpts from Karl Marx’s and Frederick Engel’s “Communist Manifesto”; excerpts from Adam Smith’s Wealth of Nations; excerpts from Thomas Malthus’ “Essay on Principle of Population”; excerpts from Malthus and Ricardo’s “Iron Law of Wages”; excerpt from Robert Owen’s “A New View of Society”; excerpts from Elizabeth’s Gaskell’s Mary Barton
BIG IDEAS
Great Britain possessed a combination of natural resources, available capital and the political support that encouraged economic growth and innovations.
Relevance: Combining these and other factors allowed Great Britain to transition from an agrarian society to an industrial leader. Along with Britain’s lead in the industrial revolution emerged the rise of the factory system, which is common in today’s industrialized nations. These factors allowed for new technologies and energy resources to take root and flourish.
TNSS: W.7
New ways of thinking regarding economics and government emerged because of the wants and needs of business leaders and politicians. Relevance: Due to the industrial growth, new political systems, such as communism and socialism, arose that emphasized the power of the working class. As time has progressed few nations remained committed to communism while nearly every government and economic system today include elements of capitalism.
TNSS: W.8
Industrial production increased dramatically during the 1800s, bringing wealth and power to governments and capitalists. Industrialization also had various effects on society, including the daily living and working conditions of the common people.
Relevance: The Industrial Revolution changed the face of nations, giving rise to urban centers and population expansion. It created a
specialized and interdependent economic life and made the urban worker dependent on the will of the employer. The Industrial Revolution also provided an improvement in living standards that remains a primary goal of less developed nations.
TNSS: W.7, W.10, W.11, W.12
!
machines, food production, medicine, housing and clothing. Industrial centers were in cities or had cities grow around them causing population distribution and density changes.
Relevance: The major trade off of industrialization was increased access to goods coupled with the loss of self sufficiency. Factory workers no longer produced form themselves but received a wage for their labor and had to purchase the necessities of life instead of producing the majority of them within the household. Today, less than 5% of the world's population is self sufficient and virtually the entire world depends on someone else to 'make' the things they need to survive.
TNSS: W.6, W.11, W.12 GUIDING QUESTIONS
How did life change for the average human being due to the Industrial Revolution? What shifts in population occurred because of the Industrial Revolution?
What factors allowed Britain to lead the way in the Industrial Revolution? Which of the key factors was the most influential in Britain leading the way in the Industrial Revolution?
What new ideas about government and economics were fostered as a result of the Industrial Revolution? Which was the most effective solution for the challenges of the Industrial Revolution?
What social and technological movements emerged in response to the Industrial Revolution?
VOCABULARY labor capital entrepreneur cottage industry factory derived puddling industrial capitalism socialism communism bourgeoisie proletariat radical temporary
universal male suffrage multinational empire assembly line mass production revisionists feminism advocate labor union transition free enterprise SUGGESTED ACTIVITIES
1. Textbook p.174-175 - Step Into the Time and Step Into the Place - Primary Source, Map & Timeline, C p.174, V p.175.
2. To demonstrate the influence of technology, chart the use of machines and machine-made items during a normal day from the time they wake up to going to sleep at night.
3. Choose an inventor of this era that should earn a place in a fictional Hall of Fame. Research information to prepare a presentation that explains the development of each inventor and their impact on society.
4. Compare the results to the technological advances from the years 1840-1910 to the years of 1980-2015. Which era has taken more significant steps forward? Citing evidence from inventions and their impacts on society compose an essay that explains your reasoning. 5. After reviewing the factors that allowed Britain to lead the way in the Industrial Revolution, rank each factor based on its impact and justify
their decisions using contextual evidence. Textbook p.176-181, C p.176, C p.178, V p.179, C p.179.
6. Students will create a fictional company and create a business plan that includes examples of each of the factors that allowed Britain to be at the forefront of the Industrial Revolution. (Example - How will the company acquire capital?) Textbook p.176-178.
7. Assume the role of a laborer in England during the Industrial Revolution. Would you prefer to work in a cottage industry or factory? Listing at least two positive and negative factors for each setting, compose an essay that explains your reasoning. Textbook p. 177-178. 8. Textbook p.202-203 - Step Into the Time & Step Into the Place, Primary Source & DBQ p.202, CCSS RH.9-10.3, RH.11-12.3, Map p.203,
C p.203.
9. Discuss the benefits and challenges of industrialization and whether they still exist in today’s society. Which segment of society does industrialization have the greatest positive impact on? Negative? Why?
10. Create a poster citing the benefits of either industrial capitalism or socialism. Textbook p. 180-181, V p. 181, C p.181.
11. Research population data for urban and rural populations in England in 1800, 1825 and 1850. What changes take place? What is the cause of such changes and what are the effects of such migrations? Textbook p.180, Map p.203, Map p.205, p. 208.
12. Scan newspaper headlines for present-day examples of the pros and cons of city life and the effects of technologies on daily life. Have students take headlines and have them produce a collage that highlights their research.
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 3 of 6! 13. Write, illustrate or otherwise depict how the Industrial Age impacted various areas of daily life. Textbook p.179-181, p.204-205, p.209-211. 14. Create an organization that would provide help to an area of society that was being negatively impacted by the Industrial Revolution.
Include reasons for starting the organization and a description of what the organization would actually be doing. Have students set up presentations that will be judged by community leaders or other stakeholders. Sort organizations based on topics/issues. Provide recognition by having a best in class (i.e. working conditions, education, etc…) Textbook p.206-207.
15. Division of Labor - Cottage Industry Simulations -
https://www.nhhistory.org/edu/support/nhwork/millworkersim.pdf
http://socrates.acadiau.ca/courses/educ/reid/games/Game_descriptions/Division_of_Labour.html http://www.uml.edu/docs/WOL_tcm18-88398.pdf
http://travisrmartin.com/2010/02/economics-lesson-plan-lego-assembly-line-activity/
16. Suppose your class has been an agricultural/feudal society that wants to transition to a modern industrial nation. What is the first area to begin with (i.e. education, government, economy, other…) and why? What impact does that action have on other areas of life and society? Is there a way to accomplish the transition that is helpful to all and harmful to none?
17. In small groups, assume the role of members of a revolutionary group that has just overthrown a local or national government. Groups must decide on a governmental-economic system to install. To assist in making their decision, have students chart the strengths and weaknesses of each political system. Students and/or groups must justify their choice in an essay or writing piece (i.e. political speech). Create propaganda that highlights their choice.
RESOURCES
1. William Wilberforce - http://www.bbc.co.uk/history/british/abolition/william_wilberforce_article_01.shtml https://www.christianhistoryinstitute.org/study/module/wilberforce/
2. John Stuart Mill “On Liberty” - http://www.worldpolicy.newschool.edu/wpi/globalrights/europe/onliberty.html
3. Charles Darwin “Origin of Species” - http://www.nytimes.com/interactive/2009/02/09/science/20090209-darwin-evolution-documents.html?ref=sciencespecial2&_r=0
http://www.brucesabin.com/biology/pdf/origin_of_species.pdf
4. Louis Blanc “Organization of Work” - http://www.fordham.edu/halsall/mod/1840blanc.asp
5. Karl Marx and Friedrich Engels “Communist Manifesto” - http://www.paulrittman.com/CommunistManifestoExcerpts.pdf
6. Adam Smith “Wealth of Nations” - http://www.adamsmith.org/quotes
7. Thomas Malthus “Essay on Principle Population” - http://pages.uwc.edu/keith.montgomery/Demotrans/malthus_excerpts.htm
8. Robert Owen and Utopianism - https://suite.io/james-parsons/1srs203 http://www.marxists.org/subject/utopian/
9. What is Social Democracy? (YouTube) - https://www.youtube.com/watch?v=OvJ8YDma7Wk
10. Socialism - http://money.howstuffworks.com/socialism.htm http://www.socialism.com/drupal-6.8/
http://www.nytimes.com/2012/07/01/sunday-review/whats-a-socialist.html?pagewanted=all
11. The Principles of Communism - https://www.marxists.org/archive/marx/works/1847/11/prin-com.htm
12. Communism Saved the American Worker (Article) -
http://www.salon.com/2014/04/01/communism_saved_the_american_worker_how_soviet_competition_raised_our_living_standards/
13. Why the Industrial Revolution happened in Britain - http://www.bbc.co.uk/history/0/20979973
14. Industrial Revolution - http://www.history.com/topics/industrial-revolution http://wps.ablongman.com/long_levack_west_2/0,11592,2899233-,00.html
15. Linking Population, Poverty and Development (current) - https://www.unfpa.org/pds/index.html
16. Adam Smith - http://www.adamsmith.org/adam-smith
17. Robert Owen - http://www.spartacus.schoolnet.co.uk/IRowen.htm
18. Karl Marx - http://www.biography.com/people/karl-marx-9401219
19. Samples of Romantic Era Art - http://facstaff.uww.edu/carlberj/romart.htm
20. Romanticism - http://www.scholastic.com/browse/article.jsp?id=3753923
21. Romanticism Composers (YouTube) - https://www.youtube.com/watch?v=7vgcuTWl1CY
22. William Blake - http://microcerpt.com/williamblake/
!
24. Charles Dickens - http://www.oprah.com/oprahsbookclub/Great-Expectations-by-Charles-Dickens-Excerpt-Oprahs-Book-Club http://www.oprah.com/oprahsbookclub/A-Tale-of-Two-Cities-by-Charles-Dickens-Excerpt-Oprahs-Book-Club
http://primohistory.com/Charles%20Dickens%20Excerpts.pdf
25. Inventors and Inventions of the Industrial Revolution -
http://resources.chuh.org/chhs/library/teacherweb/socialstudies/worldhistory/industrialrevolutinventors.htm
26. Standards of Living and Modern Economic Growth (Article) -
http://www.econlib.org/library/Enc/StandardsofLivingandModernEconomicGrowth.html
27. Still Waiting for Nike To Do It (Article) - http://www.globalexchange.org/sweatfree/nike/stillwaiting
28. Capitalism - http://capitalism.org/ http://www.econlib.org/library/Enc/Capitalism.html http://www.economicshelp.org/blog/5002/economics/pros-and-cons-of-capitalism/ 29. Urbanization - http://www.buzzle.com/articles/urbanization-during-the-industrial-revolution.html https://www.boundless.com/sociology/understanding-population-and-urbanization/urbanization-and-the-development-of-cities/industrial-cities/
30. The Industrial Revolution (Primary Sources) - http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-IndustrialRevolution.htm 31. Compare Communism and Capitalism - http://kulowiectech.blogspot.com/2011/03/communism-vs-capitalism-x-npr-x-steve.html
32. Heaven on Earth: The Rise and Fall of Socialism (PBS) - http://www.pbs.org/heavenonearth/teachers.html
ASSESSMENT
Review the following images, documents and reading passage and address the task below:
Display the image from the following site: https://www.dropbox.com/s/bifm8gyirddit0k/factory-boys-1909-www.jpg?dl=0 Percentage Distribution of the World's Manufacturing
Production
(percentage of world total)
1870 1913 USA 23.3 35.8 Germany 13.2 15.7 U.K. 31.8 14.0 France 10.3 6.4 Russia 3.7 5.5 Italy 2.4 2.7 Canada 1.0 2.3 Belgium 2.9 2.1 Sweden 0.4 1.0 Japan 1.2 India 11.0 1.1 Other Countries 12.2 Source: http://legacy.fordham.edu/Halsall/mod/indrevtabs1.asp
CURRICULUM'FRAMEWORK' SOCIAL'STUDIES'
World'History'&'Geography' !
Shelby County Schools 5 of 6!
Spread of Railways in Ten Selected Countries
Length of line open [in kilometers]
1840 1860 1880 1900 Austria-Hungary 144 4,543 18,507 36,330 Belgium 334 1,730 4,112 4,591 France 496 9,167 23,089 38,109 Germany 469 11,089 33,838 51,678 Great Britain 2,390 14,603 25,060 30,079 Italy 20 2,404 9,290 16,429 Netherlands 17 335 1,846 2,776 Russia 27 1,626 22,865 53,234 Spain - 1,917 7,490 13,214 Sweden - 527 5,876 11,303 Source: http://legacy.fordham.edu/Halsall/mod/INDREV6.asp Definitions -
Water Power – Before steam and electric power, machines were run by water power. Water from the Merrimack River was diverted into canals which took it to the mills. The water was dumped onto waterwheels causing them to spin. The wheels were connected to machines by shafts, belts and pulleys.
Working Conditions – Long hours, dangerous equipment and deafening noise from the machinery were all a part of life in the mills. Worst of all, weave rooms were unventilated. Many workers developed life-threatening diseases from breathing in cotton dust.
Mill Girls – Factory owners recruited young women from throughout New England to work in the mills. These “mill girls” worked long hours but many found a more independent and exciting lifestyle than they had known on the farm.
Labor Reform – As more and more cotton mills sprang up along the waterways of New England pay and working conditions deteriorated. Workers organized and fought back. There were “turnouts” or strikes in the 1830s and a long struggle after 1840 to shorten the work day to ten hours.
Source: A New England Cotton Mill poster, published by Tsongas Industrial History Center, 2005, Lowell, Massachusetts
Excerpt from a letter from Mary Paul to her father:
November 5, 1848 Lowell, Massachusetts Dear Father,
Doubtless you have been looking for a letter from me all the past week. I would have written but wished to find whether I should be able to stand it - to do the work that I am now doing. ...
It is very hard indeed and sometimes I think I shall not be able to endure it. I never worked so hard in my life but perhaps I shall get used to it. I shall try hard to do so for there is no other work that I can do unless I spin and that I shall not undertake on any account. I presume you have heard before this that the wages are to be reduced on the 20th of this month. It is true and there seems to be a good deal of
excitement on the subject but I cannot tell what will be the consequence. The companies pretend they are losing immense sums every day and therefore the are obliged to lessen the wages, but this seems perfectly absurd to me for they are constantly making repairs and it seems to me they that this would not be if there were really danger of their being obliged to stop the mills. ....
Mary
!
Excerpt from Wages, Labor and Captial, by Karl Marx, 1847:
Wages, therefore, are not a share of the worker in the commodities produced by himself. Wages are that part of already existing commodities with which the capitalist buys a certain amount of productive labor-power.
Consequently, labor-power is a commodity which its possessor, the wage-worker, sells to the capitalist. Why does he sell it? It is in order to live.
But the putting of labor-power into action – i.e., the work – is the active expression of the laborer's own life. And this life activity he sells to another person in order to secure the necessary means of life. His life-activity, therefore, is but a means of securing his own existence. He works that he may keep alive. He does not count the labor itself as a part of his life; it is rather a sacrifice of his life. It is a commodity that he has auctioned off to another. The product of his activity, therefore, is not the aim of his activity. ...
But the worker, whose only source of income is the sale of his labor-power, cannot leave the whole class of buyers unless he gives up his own existence. He does not belong to this or that capitalist, but to the capitalist class; and it is for him to find his man, to find a buyer in this capitalist class.
Source: https://www.marxists.org/archive/marx/works/1847/wage-labour/index.htm
Referencing evidence from the sources above and using your own knowledge about this time period compose an essay that identifies and explains at least two positive and two negative aspects of the Industrial Revolution and the impacts it had on individuals and society as a whole.