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Standards

New York State Grades 9-12 Social Studies Framework
9.1
9.1a
9.1a1
9.1b
9.1b1
9.1c
9.1c1
9.2
9.2a
9.2a1
9.2b
9.2b1
9.3
9.3a
9.3a1
9.3a2
9.3b
9.3b1
9.3c
9.3c1
9.3d
9.3d1
9.4
9.4a
9.4a1
9.4b
9.4b1
9.4c
9.4c1
9.4c2
9.4c3
9.4c4
9.4d
9.4d1
9.5
9.5a
9.5a1
9.5a2
9.5b
9.5b1
9.5b2
9.5c
9.5c1
9.5c2
9.5c3
9.6
9.6a
9.6a1
9.6a2
9.6a3
9.6b
9.6b1
9.6b2
9.7
9.7a
9.7a1
9.7a2
9.7b
9.7b1
9.7c
9.7c1
9.7c2
9.8
9.8a
9.8a1
9.8a2
9.8a3
9.8b
9.8b1
9.8b2
9.8c
9.8c1
9.9
9.9a
9.9a1
9.9a2
9.9a3
9.9b
9.9b1
9.9b2
9.9c
9.9c1
9.9c2
9.9d
9.9d1
9.9e
9.9e1
9.9e2
9.10
10.1
10.1a
10.1a1
10.1a2
10.1a3
10.1b
10.1b1
10.1b2
10.1b3
10.2
10.2a
10.2a1
10.2b
10.2b1
10.2b2
10.2c
10.2c1
10.2c2
10.2d
10.2d1
10.3
10.3
10.3a
10.3a1
10.3b
10.3b1
10.3b2
10.3b3
10.3c
10.3c1
10.3d
10.3d1
10.3d2
10.4
10.5
10.5a
10.5a1
10.5b
10.5b1
10.5c
10.5c1
10.5d
10.5d1
10.5d2
10.5d3
10.5d4
10.5e
10.5e1
10.6
10.6a
10.6a1
10.6b
10.6b1
10.6b2
10.6b3
10.6b4
10.6c
10.6c2
10.6c1
10.7
10.7a
10.7a1
10.7a2
10.7b
10.7b1
10.7c
10.7c1
10.7c2
10.7d
10.7d1
10.7d2
10.8
10.8a
10.8a1
10.8b
10.8b1
10.8b2
10.9
10.9a
10.9a1
10.9a2
10.9b
10.9b1
10.9c
10.9c1
10.9c2
10.9c3
10.9d
10.9d1
10.9d2
10.9d3
10.10
11.1
11.1a
11.1a1
11.1a2
11.1b
11.1b1
11.1b2
11.1b3
11.1c
11.1c1
11.1c2
11.2
11.2a
11.2a1
11.2b
11.2b1
11.2b2
11.2c
11.2c1
11.2c2
11.2c3
11.2c4
11.2c5
11.2d
11.2d1
11.2d2
11.2d3
11.2d4
11.3
11.3b
11.3b2
11.3b4
11.3c
11.3c1
11.3c3
11.4
11.4c
11.4c2
11.5
11.6
11.7
11.8
11.9
11.10
11.10a1
11.10a2
11.10a3
11.10a4
11.10b
11.10b1
11.10b2
11.11
NYS Common Core Learning Standards for Literacy in History/Social Studies, Science, and Technical Subjects
9-10.R.H.4
9-10.W.HST.1
New Visions Student Social Studies Practices
Compare
Categorize
Connect Cause and Effect
Predict
Construct Arguments

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10.03.E.1 - Great Hunger of Ireland

Global History II

10.03: Industrial Revolution

Resource:

10.03.E.1 - Great Hunger of Ireland

Global History II

10.03: Industrial Revolution

E - Great Hunger of Ireland: Great Hunger of Ireland

Inquiry Question

Were the causes of the Great Hunger of Ireland natural or human made?
What were the effects of famine on Irish society?

Learning Objective

Examine primary and secondary sources to determine the causes and effects of the Irish Potato Famine.

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irish potato famine

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10.03
Industrial Revolution

10.3 Closer: Vocabulary and Content Synthesis

Global History II

10.03: Industrial Revolution

Resource:

10.3 Closer: Vocabulary and Content Synthesis

Global History II

10.03: Industrial Revolution

R - Review & Synthesis: Closer: Vocabulary and Content Synthesis

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10.03
Industrial Revolution

10.3 CRQ Practice: Effects of the Industrial Revolution

Global History II

10.03: Industrial Revolution

Resource:

10.3 CRQ Practice: Effects of the Industrial Revolution

Global History II

10.03: Industrial Revolution

C/D - British Industrial Revolution: 10.3 CRQ Practice: Effects of the Industrial Revolution

Use this Constructed Response Question set to assess students' content knowledge and historical thinking skills.

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10.03
Industrial Revolution

10.3 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.03: Industrial Revolution

Resource:

10.3 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.03: Industrial Revolution

R - Review & Assessment: End of Unit Assessment- NEW Global II Exam Aligned

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Standards

New York State Grades 9-12 Social Studies Framework ( 10.3, 10.3, 10.3a, 10.3a1…

+— Details

New York State Grades 9-12 Social Studies Framework:

10.3

KEY IDEA: CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems

10.3

10.3a

CONCEPTUAL UNDERSTANDING: Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale.

10.3a1

CONTENT SPECIFICATION: Students will examine the agricultural revolution in Great Britain.

10.3b

CONCEPTUAL UNDERSTANDING: Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects.

10.3b1

CONTENT SPECIFICATION: Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices.

10.3b2

CONTENT SPECIFICATION: Students will examine the economic theory presented in The Wealth of Nations.

10.3b3

CONTENT SPECIFICATION: Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.

10.3c

CONCEPTUAL UNDERSTANDING: Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

10.3c1

CONTENT SPECIFICATION: Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

10.3d

CONCEPTUAL UNDERSTANDING: Social and political reform, as well as new ideologies, developed in response to industrial growth.

10.3d1

CONTENT SPECIFICATION: Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society.

10.3d2

CONTENT SPECIFICATION: Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.

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10.3 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

Global History II

10.03: Industrial Revolution

Resource:

10.3 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

Global History II

10.03: Industrial Revolution

R - Review & Assessment: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

We have restricted access to assessments to EDUCATORS ONLY.

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments,

please fill out the form linked here.

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

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Standards

New York State Grades 9-12 Social Studies Framework ( 10.3, 10.3, 10.3a, 10.3a1…

+— Details

New York State Grades 9-12 Social Studies Framework:

10.3

10.3a

CONCEPTUAL UNDERSTANDING: Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale.

10.3a1

CONTENT SPECIFICATION: Students will examine the agricultural revolution in Great Britain.

10.3b

10.3b1

CONTENT SPECIFICATION: Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices.

10.3b2

CONTENT SPECIFICATION: Students will examine the economic theory presented in The Wealth of Nations.

10.3b3

CONTENT SPECIFICATION: Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.

10.3c

CONCEPTUAL UNDERSTANDING: Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

10.3c1

CONTENT SPECIFICATION: Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

10.3d

CONCEPTUAL UNDERSTANDING: Social and political reform, as well as new ideologies, developed in response to industrial growth.

10.3d1

CONTENT SPECIFICATION: Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society.

10.3d2

CONTENT SPECIFICATION: Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.

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10.3 Enduring Issue Check-In

Regents Readiness

Resources: Regents Prep: Global 2 Exam

Resource:

10.3 Enduring Issue Check-In

Getting Started

Getting Started: Instructional Routines

Enduring Issues Check-In: Enduring Issues Check-Ins

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10.3 SQ 10. According to Adam Smith's The Wealth of Nations (1776), how does a nation build wealth?

Global History II

10.03: Industrial Revolution

Resource:

10.3 SQ 10. According to Adam Smith's The Wealth of Nations (1776), how does a nation build wealth?

Global History II

10.03: Industrial Revolution

C/D - British Industrial Revolution: SQ 10. According to Adam Smith's The Wealth of Nations (1776), how does a nation build wealth?

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industrial revolution, great britain, adam smith, wealth of nations, economics

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10.03
Industrial Revolution

10.3 SQ 11. What is the difference between capitalism, socialism, and communism?

Global History II

10.03: Industrial Revolution

Resource:

10.3 SQ 11. What is the difference between capitalism, socialism, and communism?

Global History II

10.03: Industrial Revolution

C/D - British Industrial Revolution: SQ 11. What is the difference between capitalism, socialism, and communism?

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10.03
Industrial Revolution

10.3 SQ 13. Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan?

Global History II

10.03: Industrial Revolution

Resource:

10.3 SQ 13. Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan?

Global History II

10.03: Industrial Revolution

F - Meiji Restoration: SQ 13. Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan?

Students will examine the causes for industrialization in Japan; investigate the social, political, and economic impacts of industrialization on Japan; and
compare and contrast the Industrial Revolution in Great Britain and the Meiji Restoration.

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meiji restoration, japan

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