6th Grade
Reduce Video
Tenth Grade Curriculum
10.3.1./10.3.5.
World history/Social Science
Britain Solves a Problem and Creates the Industrial Revolution
In this unit, students analyze ways that natural resources, entrepreneurship, labor, and capital combined to produce key events and processes in the Industrial Revolution. Students examine England's transition from a subsistence agricultural economy through pre-industrial cottage industries and to finally industrial system. They explore the inventions that marked the development of the steam power, coal and iron, and cotton textile industries. Students discover how advancing mechanization improved the methods used to extract, harvest, transport, and produce material goods from natural resources.
10.3.3. World History/Social Science
Growth of Population, Cities, and Demands
This unit teaches students about the relationship between the Industrial Revolution and the growth; of urban centers around the world. They study the concept of urban growth: depopulation of rural areas and migration to urban areas; the shift from an agrarian-based society to a manufacturing-based society; and they explore a change in demands for natural resources. Students examine problems that arose with the growth of the first "industrial" cities-particularly changes to natural systems-and analyze business and government solutions to these problems. They discover that the American standard of living is rooted in the Industrial Revolution, when consumerism emerged in the middle class and manufacturing replaced cottage industries and agrarian society.
10.4.1. World history/Social Science
New Imperialism: The Search for Natural Resources
In this unit, students investigate the decision-making processes used by industrializing nations in the mid-1800s, seeking raw materials and new markets for their growing economies. They compare disparate European beliefs about the use of natural resources and examine the government regulation that resulted from the management practices of the colonizers. Students consider how nature, once changed, presented new challenges to colonial administrators, forcing them to reshape their imperial projects more generally. Throughout the unit, students are engaged in thinking critically about human reliance on natural resources and the increasing global interdependence of the era of New Imperialism.
10.4.3. World history/Social Science
New Imperialism: The Control of India's and South Africa's Resources
This unit focuses on colonial experiences in India and South Africa during British hegemony. Students learn how British and local people's decisions about natural resources changed as a result of the industrialization taking place in the Western world. They analyze a case study about how differing about the use of Mount Shasta's resources by local residents and outside interests. Students then examine colonial India, where they learn how British and local people's decisions regarding natural resources changed over the period of colonization and directly influenced local responses to imperialism. They examine the complexities of colonial rule in South Africa, where the British competed with other Europeans for control of the region's gold and diamond mines. Finally, they identify key stakeholders in South Africa's development and learn the relationship between the control over natural resources and the emerging system of racial segregation.
10.3.1./10.3.5.
World history/Social Science
Britain Solves a Problem and Creates the Industrial Revolution
In this unit, students analyze ways that natural resources, entrepreneurship, labor, and capital combined to produce key events and processes in the Industrial Revolution. Students examine England's transition from a subsistence agricultural economy through pre-industrial cottage industries and to finally industrial system. They explore the inventions that marked the development of the steam power, coal and iron, and cotton textile industries. Students discover how advancing mechanization improved the methods used to extract, harvest, transport, and produce material goods from natural resources.
10.3.3. World History/Social Science
Growth of Population, Cities, and Demands
This unit teaches students about the relationship between the Industrial Revolution and the growth; of urban centers around the world. They study the concept of urban growth: depopulation of rural areas and migration to urban areas; the shift from an agrarian-based society to a manufacturing-based society; and they explore a change in demands for natural resources. Students examine problems that arose with the growth of the first "industrial" cities-particularly changes to natural systems-and analyze business and government solutions to these problems. They discover that the American standard of living is rooted in the Industrial Revolution, when consumerism emerged in the middle class and manufacturing replaced cottage industries and agrarian society.
10.4.1. World history/Social Science
New Imperialism: The Search for Natural Resources
In this unit, students investigate the decision-making processes used by industrializing nations in the mid-1800s, seeking raw materials and new markets for their growing economies. They compare disparate European beliefs about the use of natural resources and examine the government regulation that resulted from the management practices of the colonizers. Students consider how nature, once changed, presented new challenges to colonial administrators, forcing them to reshape their imperial projects more generally. Throughout the unit, students are engaged in thinking critically about human reliance on natural resources and the increasing global interdependence of the era of New Imperialism.
10.4.3. World history/Social Science
New Imperialism: The Control of India's and South Africa's Resources
This unit focuses on colonial experiences in India and South Africa during British hegemony. Students learn how British and local people's decisions about natural resources changed as a result of the industrialization taking place in the Western world. They analyze a case study about how differing about the use of Mount Shasta's resources by local residents and outside interests. Students then examine colonial India, where they learn how British and local people's decisions regarding natural resources changed over the period of colonization and directly influenced local responses to imperialism. They examine the complexities of colonial rule in South Africa, where the British competed with other Europeans for control of the region's gold and diamond mines. Finally, they identify key stakeholders in South Africa's development and learn the relationship between the control over natural resources and the emerging system of racial segregation.
