| Code |
Description |
| SS.912.W.6.1: | Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. |
| SS.912.W.6.2: | Summarize the social and economic effects of the Industrial Revolution. |
| SS.912.W.6.3: | Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. |
| SS.912.W.6.4: | Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. |
| SS.912.W.6.5: | Summarize the causes, key events, and effects of the unification of Italy and Germany. |
| SS.912.W.6.6: | Analyze the causes and effects of imperialism. |
| SS.912.W.6.7: | Identify major events in China during the 19th and early 20th centuries related to imperialism. |
This cluster includes the following access points.
| Access Point Number |
Access Point Title |
| SS.912.W.6.AP.1: | Recognize the agricultural and technological innovations that led to industrialization in Western Europe, the United States, and Japan. |
| SS.912.W.6.AP.2: | Recognize the social and economic effects of the Industrial Revolution, such as increased productivity, the rise of the middle class, and the conditions faced by workers. |
| SS.912.W.6.AP.3: | Compare the major differences between the philosophies of Adam Smith, Robert Owen, and Karl Marx, capitalism and communism. |
| SS.912.W.6.AP.4: | Recognize effects of reform movements during the 19th and early 20th century, such as abolition of slavery in the British Empire, expansion of women’s rights, and labor laws. |
| SS.912.W.6.AP.5: | Recognize the causes, key events, and effects of the unification of Italy and Germany. |
| SS.912.W.6.AP.6: | Recognize the cause and effects of imperialism, such as social and religious impact on Indigenous peoples, expansion of political and economic control of other countries, and perceived superiority of Western ways. |
| SS.912.W.6.AP.7: | Recognize major events in China, such as the Western incursions and the nationalist revolution and formation of the Republic of China. |
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Cold War Containment: Part 3, Political Cartoons : | Students will build upon prior knowledge of containment by analysis of primary sources that support and critique how to respond to the spread of communism. They will categorize these sources as ‘for’ or ‘against’ containment and the Truman Doctrine to represent there was disagreements on the best way to handle the USSR. Students will answer reflection questions connecting the view of communism seen in the sources to the Truman Doctrine. Then, students will create two of their own political cartoons, one in support and one against containment. The teacher can choose to extend the activity by doing a gallery walk of the cartoons. |
| Cold War Containment: Part 2: | Students will learn about early events of the Cold War and containment through analysis of primary sources of the Truman Doctrine and Marshall Plan. They will annotate the sources and answer critical thinking questions about why containment was imperative and how certain political ideologies conflict with democracy. This is lesson 2 in a mini unit integrating civics and social studies. |
| Capitalism vs. Communism in the Industrial Revolution : | In this lesson plan, students will analyze why communism was proposed as an alternative to capitalism during the Industrial Revolution. They will analyze political cartoons and major primary source texts by Adam Smith and Karl Marx. The final task is a Venn Diagram comparing the theories. |
| Comparing and Contrasting Economic Systems: | In this lesson plan, students will examine the four main economic systems: laissez-faire capitalism, socialism, communism, and mixed-market economy. Students will analyze primary sources to support their learning. Students will create a graphic organizer using both primary sources and direct instruction. |
| Comparing Forms of Government: | In this lesson, students will review different forms of government and engage in a discussion and reflection of the advantages offered by the United States' constitutional republic. A slideshow, graphic organizer, pretest, and class activity allow students to apply their knowledge.
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Vetted resources students can use to learn the concepts and skills in this topic.
