INSTRUCTIONAL SCRIPT P.E.O.P.L.E. 10TH GRADE: WORLD HISTORY
ACTIVITY
3: Scene – INDUSTRIAL REVOLUTION (1815-1848).
- FILMING
LOCATION: We’re inside a classroom at Vilas Communication Hall on the
campus of UW-Madison. Once again, we are
here to provide inspiration for your semester enrichment project – which is to
create a performance that expresses something about our world today BY USING
TOPICS you should be learning about in your 10th Grade World History
and Western Civilization classes.
- Review
the semester-long project goal: Remember, each of our weekly activities
functions as a separate script-writing session, where we investigate a
potential classroom topic and create some sort of entertainment with it. Your final performance will not require you
to use ALL of your weekly activities, but the expectation is for at least 2
historical eras to be expressed in your final performance.
- Today’s
focus is on: EUROPE and the INDUSTRIAL REVOLUTION (1815-1848). Quite a lot happened during the 19th
Century in Europe – with most of it connected to the concepts of revolution. The traditional power structure of the
aristocracy (kings and queens) was challenged by the financial power of the
growing middle and upper class, as well as the growing collective power of the working
class in search of more social rights. What
type of performance would you choose to represent this time of upheaval and
change?
- When you
view the text, be sure to look for: ways in which the INDUSTRIAL REVOLUTION
(1815-1848) facilitated the shift in Europe from a dependence on
aristocratic-run society to a dependence on consumer-driven society – in other
words, from the desires of Kings and Queens to the financial power of
customers, workers and this new thing called “corporations” (that’s right,
companies as we know them today did not exist before the Industrial Revolution).
- The goal
is for you to be able to: critically view this period of World History to
reach an opinion about how it is influencing the world today. Is the world better off now that Kings and
Queens no longer have most of the power?
Where has that power went? Do
everyday people (working class and middle class) control that power at the cash
register, or have corporations taken control?
Reach your own conclusions, use historical examples to support your
claim, AND THEN express that claim in some sort of performance.
- Remember, the tutor or PEOPLE staff person
working with you is a student just like you during social studies
enrichment. Work together to complete
the activity and place all work in the submission folder before leaving home
base.
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