Unit 5: Industrialism, Nationalism & Imperialism

Essential Standards Overview & Vocabulary

10/30: Intro to Unit 5: ISMs
1. Students will receive their unit notes as well as their essential standards for the new unit.
2. Students will work on their unit vocab sheet. If they do not finish, they should complete this for homework tonight.

1. Students will receive their unit notes as well as their essential standards for the new unit.

2. Students will work on their unit vocab sheet. If they do not finish, they should complete this for homework tonight.

10/31: Industrial Revolution Reading
1. Students will read a selected chapter about the industrial revolution and complete the chapter assessment activities that follow the reading.

1. Students will read a selected chapter about the industrial revolution and complete the chapter assessment activities that follow the reading.

11/1: Industrial Revolution Positives and Negatives Word Cloud
1. Students will look over the industrial revolution reading that they worked with yesterday. They will look for key words – both positive and negative for their word cloud worksheet, and place this list on the back of the instructions sheet. They will then take these 20 words and place them on a sheet of paper that is designed to be a word cloud — an example is indicated on the instructions sheet.

1. Students will look over the industrial revolution reading that they worked with yesterday. They will look for key words – both positive and negative for their word cloud worksheet, and place this list on the back of the instructions sheet. They will then take these 20 words and place them on a sheet of paper that is designed to be a word cloud — an example is indicated on the instructions sheet.

11/2: Industrial Revolution Positives and Negatives Word Cloud (& Inventions)
1. Students will continue to work on their word cloud in class today, transferring their list to the sheet where they will make the “cloud.”
2. If students finish early, they will begin working on an inventions worksheet that asks students to organize 8 important industrial revolution inventions into a chart, and then analyze the information that they have read.

1. Students will continue to work on their word cloud in class today, transferring their list to the sheet where they will make the “cloud.”

2. If students finish early, they will begin working on an inventions worksheet that asks students to organize 8 important industrial revolution inventions into a chart, and then analyze the information that they have read.

11/3: Industrial Revolution Inventions & ISMs Worksheet
1. Students will work on an ISMs worksheet with me first. We will analyze three pictures and then students will describe what each of these three economic systems are like in the boxes below.
2. Students will complete the questions following, and then transition back to working on the inventions worksheet in the remainder of class.

1. Students will work on an ISMs worksheet with me first. We will analyze three pictures and then students will describe what each of these three economic systems are like in the boxes below.

2. Students will complete the questions following, and then transition back to working on the inventions worksheet in the remainder of class.

11/6: ISMs Venn Diagram Comparison
1. Students will complete a Venn Diagram worksheet after watching a series of videos about 3 economic systems: communism, socialism, and capitalism. These videos are posted on the student’s Google Classroom page.
** This is HW if not completed in class today.

1. Students will complete a Venn Diagram worksheet after watching a series of videos about 3 economic systems: communism, socialism, and capitalism. These videos are posted on the student’s Google Classroom page.

** This is HW if not completed in class today.

11/7: Capitalism and Adam Smith
1. Students will watch a BrainPop video with me about Adam Smith. As we watch, we will discuss key concepts and fill out an outline notes sheet.
2. Students will complete an exit ticket with the following questions: 1. What is capitalism? Define in your own words. 2. Tell me one thing that you now know about Adam Smith. Both the outline sheet and the E.T. should be turned into the red tray.

1. Students will watch a BrainPop video with me about Adam Smith. As we watch, we will discuss key concepts and fill out an outline notes sheet.

2. Students will complete an exit ticket with the following questions: 1. What is capitalism? Define in your own words. 2. Tell me one thing that you now know about Adam Smith. Both the outline sheet and the E.T. should be turned into the red tray.

11/8: ISMs Chart Comparison
1. Students will paste an ISMs chart onto a piece of notebook paper in their binders. This will serve as a resource for the unit, as it provides information about the types of economic systems, their characteristics, and an example of each.
2. Students will then create their own chart on the lower half of their paper. On this chart they will answer 5 questions for each of the three systems we are studying: communism, capitalism and socialism. The questions will require some research. They are as follows: 1. Who controls the economy? 2. Who controls the major industries? 3. How much competition is there? 4. Do individuals get to keep the profit? 5. Do you think there is an incentive to work?
3. If students finish early, they can watch the BrainPop video about communism, that is linked on their Google Classroom page for today.

1. Students will paste an ISMs chart onto a piece of notebook paper in their binders. This will serve as a resource for the unit, as it provides information about the types of economic systems, their characteristics, and an example of each.

2. Students will then create their own chart on the lower half of their paper. On this chart they will answer 5 questions for each of the three systems we are studying: communism, capitalism and socialism. The questions will require some research. They are as follows: 1. Who controls the economy? 2. Who controls the major industries? 3. How much competition is there? 4. Do individuals get to keep the profit? 5. Do you think there is an incentive to work?

3. If students finish early, they can watch the BrainPop video about communism, that is linked on their Google Classroom page for today.

11/9: The Scramble for Africa – Imperialism
1. Students will watch a crash course video about European Imperialism and the colonization of Africa. They will take notes on a worksheet.
2. Students will then color the map on the back of the sheet using the key provided. This map shows which European countries colonized which sections of Africa.

1. Students will watch a crash course video about European Imperialism and the colonization of Africa. They will take notes on a worksheet.

2. Students will then color the map on the back of the sheet using the key provided. This map shows which European countries colonized which sections of Africa.

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