Topic: How Did the World Change in the Nineteenth Century (Revision Class)

Target group

7th‑grade students of elementary school

Core curriculum

XXIII. Europe and the world in the second half of the nineteenth and early twentieth century. Pupil:

3. explains the causes, extent and consequences of the colonial expansion of European countries in the 19th century;

4. lists new political ideas and cultural phenomena, including the beginnings of mass culture and moral changes.

XXIV. Polish lands under the partitions in the second half of the nineteenth and early twentieth century. Pupil:

2. describes the attitudes of Polish society in relation to the invaders - trilality, organic work, cooperative movement;

3. describes the formation of a modern national consciousness of Poles.

General aim of education

Students consolidate their knowledge about the most important events, economic and social achievements, of the 19th and the beginning of the 20th century.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• You will remember the inventions of the era of the industrial revolution;

• You will learn more about the effects of socio‑economic changes;

• You will know what changes have taken place in the 19th and early 20th centuries;

• You will repeat the most important messages from previous lessons.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Students recall the most important information from the last few lessons, paying particular attention to the effects of the industrial revolution.

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. Referring to previous lessons, the teacher asks students to recall what the industrial revolution was, why industrial change was defined as a revolution and what impact it had on the lives of contemporary people.

Realization

1. The teacher begins the lesson with a reminder that the 19th century brought many social, economic and political changes around the world. Some of them were initiated already in earlier centuries, but it reached its apogee in the nineteenth century. Students carry out ** Exercise 1 **, matching specific concepts to their definitions.

2. The teacher divides students into pairs (or small groups). Each group draws one change‑effect that occurred in the 19th century – ** Command 1 **. Then each group answers the question why and how the change occurred, for example: Industry development transformed the natural environment - why? – industrial revolution led to the creation of factories, industrial centers, increased demand and extraction of natural resources (eg coal) – how did the change happen? – no one in the nineteenth century paid attention to environmental degradation and its protection, the economy was extensive and only profit was what counted. Then the students present their answers.

3. Focusing on the effects and changes of the nineteenth century, the teacher draws attention to the importance of colonialism, urbanization and disproportions in earnings and the position of social groups. He discusses along the negative effects of changes with the students, for example, colonial wars and interference from third countries in the internal affairs of states; degradation of the environment and cities (you can refer to fragments of „Ziemia obiecana”); the exploitation of a new social group of workers that no rights have protected. Students perform ** Exercise 2 ** (characterize poor and wealthy residents of London).

4. While working on exercises and instructions, the students use a set of cards in three colors: green, yellow and red. The students signal to the teacher if they have difficulties in carrying out the orders (green color – I'm doing great, yellow - I have doubts, red - I'm asking for help).

Summary

1. A a summary, the students voice their opinion on the most important achievements and events of the 19th and early 20th centuries, while explaining their choice and the impact of these events on the development of humanity, etc..

2. The teacher assesses the students' work during the lesson, taking into account their input and commitment. Tells students feedback on their work.

Homework

1. The teacher tasks willing students with a homework: Today we also live in an era of huge industrial changes. Our time is considered to be the third industrial revolution and a scientific and technical revolution. Think about where this term came from? Which inventions do you think have influenced the development of the modern world.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How Did the World Change in the Nineteenth Century (Revision Class)

In the nineteenth century, the steam engine became widespread. It allowed to produce more, quicker, and cheaper. Factories were build all across Europe, with workers working using the machines. The factories provided employment to many people; however, the work conditions were, oftentimes, very difficult. Industry had a negative impact on the natural environment. The urban populations grew. The most industrialized countries were England, France, and Western Germany.

The nineteenth century brought many revolutionary inventions that changed human lives forever. Thanks to iron railways and steamships, transport became faster, more convenient, and safer. The invention of the telegraph enabled quick transmission of information over large distances. Since the sixteenth century, European powers conquered numerous territories outside of Europe. This process accelerated especially in the nineteenth century. Places such as the countries of Africa and India became another object of colonization. The Europeans exploited the natural riches of the colonies, treating the local populations as cheap workforce. Great Britain emerged as the largest colonial empire. The Partitioned Polish territories – much like the other countries of Europe – have been industrialized. However, the scale of the industrialization was not as large as in the West. The Partitions remained, above all, rural areas. The Russian Partition was the most industrialized one. It possessed two large industrial cities: Warsaw and Łódź. In Galicia, oil industry appeared. Coal mining and metallurgy developed in Silesia.