2012 Economic Theories of the Industrial Revolution Lesson

1. 2012 Economic Theories of the Industrial Revolution Lesson Date your papers: Monday, March 12, 2012 Tuesday, March 13, 2012 Wednesday, March 14, 2012 Block Days: Thursday, March 15 and Friday, March 16, 2012

2. Industrial Revolution Study Guide Questions This Lesson Covers: • 16. What were dominant economic theories of the Industrial Revolution? What people were associated with each? What were the pros and cons to each?

3. Guiding Questions: • What major economic and social changes occurred as a result of mass industrialization during the 19th century? • How did the forces of Liberalism and Nationalism begin to change society during the 19th century?

4. Monday, March 12, 2012 • Quiet Question: Type Two Prompt and working with a partner---During the Industrial Revolution poets belonging to the Literati and artists took up the plight of the working class and children using the genres of Romanticism and Realism to capture the horrors, desperation, and exploitation and bring it to the attention of the middle class and the government. • For this Type Two Prompt, you are to: • Read over the included poems: “The Cry of the Children”, “The Chimney Sweeper” from Songs of Innocence, “The Chimney Sweeper” from Songs of Experience, “Tyger”, “London”, and “The Railway Train”. • Then in the space provided, identify lines from the poem that directly tie in to at least THREE different aspects you learned about in the last lesson from the Annotated Illustrations and explain the relationship. • Be specific…do not just write urbanization, but identify what specific aspects of urbanization and examine the relationship between your historical notes and the poetry.

5. Identify THREE lines from the poetry that directly tie into THREE different aspects you learned about in the last lesson and explain the connections: • Identify Which Poem Which Aspect Identified Connections a) b) c)

7. Romanticism: • Rise of the individual  alienation • Focus on idea of hero • Dehumanization of industrialization • Strove for freedom---Political freedom--American and French Revolution(liberty, equality, fraternity); antislavery and women’s suffrage movements • Represented common people • Focus and use of emotion • Reaction against Industrial Revolution • Simple language • Focus on nature • For some, on the other hand, the new age of industry and technology was itself exotic and exciting. • Many romantic artists identified with the nationalist movements of the times and either supported their own country's fight for freedom (as in the case of Verdi) or championed the cause of others (as did Byron).

8. Realism: • Depicts life with absolute honesty • Ordinary life • Did not use emotional language • Specific & verifiable details vs. sweeping generalities • Vivid picture of life as poor but also using humor to show humanity • Value impersonal, photographic accuracy vs. interpretation • Influenced by science, reaction to Romanticism • Stresses commonplace life & brutal nature of man • Purpose was to identify the problems of society to the higher classes to motivate reform

9. Monday, March 12, 2012 • Group-Share: Using your notes from the last lesson and your Quiet Question, identify the positives and negatives to the development of Industrial Life in the space below: • Positives Negatives:

10. Monday, March 12, 2012 • Class: Ms. Barben is going to do a Powerpoint Lecture on the Economic Theories of the Industrial Revolution. You are to listen, paraphrase, and take notes in the provided graphic organizer. • Homework: Work on your Industrial Life Poem.

11. Tuesday, March 13, 2012 • Class: Ms. Barben is going to continue her Powerpoint Lecture, and you are to continue to get the notes in the graphic organizer. • Homework: Work on your Industrial Life Poem.

12. Wednesday, March 14, 2012 • Class: Ms. Barben is going to continue her Powerpoint Lecture, and you are to continue to get the notes in the graphic organizer. • Homework: Work on your Industrial Life Poem. It is due on Monday, March 19, 2012!

13. Block Day • Class: Ms. Barben is going to finish her Powerpoint Lecture, and you should finish the graphic organizer notes. • Class: Ms. Barben is going to do her Political Cartoon Strategies Powerpoint. You should add notes to the Pink Political Cartoon Packet you received in the last unit notebook. • Homework: Create a Political Cartoon on one of the economic theories. • Use your Pink Political Cartoon Packet from the French Revolution to help.

14. Block Day • Writer’s Purposes: You are to create a political cartoon that takes a critical stance and examines and evaluates the negatives and scope of ONE of the economic theories of the Industrial Revolution: Laissez-faire Capitalism, Social Darwinism, Socialism, Utilitarianism, and Communism • FCAs: • FCA One: The political cartoon uses sarcasm to make a commentary on your chosen economic theory. It must focus on a specific aspect of the cause and address the hypocrisy of action, the stupidity of the action, or abuses of power with historical specifics. Worth 10 Points. • FCA Two: The political cartoon has specific historical information on the beliefs, actions, and effects of the issue integrated into the cartoon itself using historical images from Ms. Barben’sPowerpoint or online. Worth 30 Points.

15. Block Day • FCA Three: You must use a minimum of THREE different political cartoon strategies in your political cartoon: Worth 30 Points. • Required: Sarcasm • Required: Caption or Title that shows the irony of the idea---Powerful Commentary • Optional: • Symbols • Exaggeration/Distortion • Labeling • Analogy • Metaphor • Caricature • Satire • Stereotypes • Historical Images • Humor • Irony

16. Block Day • FCA Four: On the back, the students provided THREE TYPED and well-developed paragraphs (four to six strong sentences) explaining: Worth 30 Points. • First Paragraph: Review the historical concepts, people, positives and negatives about your chosen economic theory. DO NOT JUST LIST INFORMATION but explain in your own words. Make connections between the historical content to how you used sarcasm and historical information within your political cartoon. • Second Paragraph: Explain how you developed the caption or title for your political cartoon. What historical point is it to drive home? What message is it to convey to the reader? • Third Paragraph: Explain how you chose your third political cartoon strategy. Why was it chosen? How was it used in your political cartoon? • No Excuses: The political cartoon was done in color, neat, historical images were used, and the paragraphs are typed, and reflect good effort and evaluative thinking. The writing portion was spell-checked, grammar-checked, and edited for capitalization errors. Worth 10 Point

17. “The Great Land Serpent”

22. What would be a good caption for this political cartoon on Laissez-Faire Capitalism?

23. What would be a good caption for this political cartoon on Laissez-Faire Capitalism?

25. What would be a good caption for this political cartoon on Laissez-Faire Capitalism?

26. What would be a good caption for this political cartoon on Laissez-Faire Capitalism?