Ms. P Huff

High school for the Contemporary Art

Social Studies Department

The GHPPA

THE INDUSTRIAL REVOLUTION AND THE RISE OF GLOBAL INEQUALITY

http://www.labyrinth.net.au/~tdp/images/industry.

http://www.wye.ic.ac.uk/AgEcon/Graphics/photos/paddyfield.jpg

While some countries were able to benefit from the Industrial Revolution, others were not. In the post-Cold War world, the division between rich and poor escalated. Countries, blessed by good geography, stable governments and population limitations prospered, while those countries in the hotter climates whose geography was harsh, declined. The poorer countries in Latin America, South East Asia, Africa and the Middle East searched for modernization but could not compete with the industrial giants. Over one BILLION people on the planet go to sleep Hungary while wealthy countries find ways to dispose of surplus food. The problem in the twenty-first century is daunting. Will the wealthy developed nations share their wealth? Moreover, what process can be used to improve the lives of the poverty stricken peoples of the “developing nations”. Will poorer nations become the slaves of the wealth as was the case under the hated Imperialist policies of the previous century? You have a chance to bring change. You will act as the adviser the United Nations. You will investigate the problems of the industrial revolution in the twenty-first century. You will then make a proposal that will alleviate suffering for millions. You will present your findings to the United Nations General Assembly. Let’s hope you can save the planet. GOOD LUCK !

TASK:

1. You will investigate the problem of global inequality caused by the Industrial revolution

2. You will use the TIPS GHPPA format to create your task product.

3. You will create a CARTOON that illustrates the problems of industrialization using the steps of the GHPPA

4. This cartoon should be political in nature and represent a point of view that you can discuss with the class.

It will appear in a United Nations Publication

Your cartoon should include:

· Your name

· A title

· The date

· An image or series of images that represent a social problem of the Industrial Revolution in the twenty-first century which was brought about by unequal industrial development. You can make a comparison of unequal industrial development in two countries as a starting point

· A caption that states the problem

Here’s an example: (Not a cartoon but you get the idea…)

http://home.att.net/~u1004890/globalrv/globprob/natinosdevelopedvsdeveloping1.JPG

5. You should also write a one paragraph synopsis of the social problem you are representing in your cartoon.

PROCESS:

1. Review the elements of Political Cartoons

(http://www.bvsd.k12.co.us/schools/coalcreek/early/cartoons.html

The PURPOSE of political cartoons is to make people think about issues of politics and government. They

· help provide readers with additional viewpoints

· assume the audience has enough knowledge about the issues to understand the message

· emphasize one side of an issue or concern

· depend on drawings to make a point

· are found in newspapers and magazines

Some of the TECHNIQUES used by cartoonists include:

· symbolism - using an object to stand for an idea

· caricature - exaggerating a physical feature or habit - bushy eyebrows, big nose, floppy ears, baldness Example:

· captions and labels - used for clarity and emphasis

· exaggeration - overstating or magnifying a problem

Some EXAMPLES of symbols:

· peace - dove, olive branch, victory sign

· United States - Uncle Sam, flag, stars & stripes, shield,

· freedom - eagle

· Democrats - donkey

· Republicans - elephant

· death - vulture, skeleton with shroud, skull & crossbones, grim reaper

· love - heart, Cupid, Venus

· money - dollar bill or dollar sign

· heroes or good guys - wear white

· villains, bad guys - wear black

2. You will generate a list of global inequalities that came about because of differential development after the industrial revolution by using the GHPPA.

3. Choose one of the global inequalities from your list and draw a political cartoon that represents the inequality. You will use the categories of the GHPPA for headings for your cartoon.

4. You will read all the steps in the GHPPA and then you will complete the worksheets on the TIPS GHPPA web site below.

5. You will the resources in the “Resource” section to complete your task. You may also use outside text and other sources.

TIPS GHPPA LINKS AND WORKSHEETS

VS.

1: DEFINE THE PROBLEM of Global Inequality

2: GATHER EVIDENCE for the problem

3: DETERMINE THE CAUSES for the problem

4: EVALUATE EXISITNG GOVERNMENT POLICIES

5: DO A COMPARATIVE ANALYSIS BETWEEN RICH AND POOR COUNTRIES

Complete the worksheets on the TIPS web site and use this information for your task completion

RESOURCES:

Developed vs. Developing Nations

Global Inequality (from Union County College

http://faculty.ucc.edu/egh-damerow/global_inequality.htm

Indicators of Development and Underdevelopment (from Black Hawk College)

http://www.bhc.edu/academics/science/harwoodr/Geog105/study/Development.htm

“Winners and Losers”, article from the Economist

http://www.economist.com/opinion/displayStory.cfm?story_id=587251

GENERAL WEBSITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASKJEEVES.COM

Chapter Summaries from World History: Patterns of Interaction

Unit 6: Industrialism and the Race for Empire

Chapter 25: The Industrial Revolution

Chapter 27: The Age of Imperialism

STANDARDS:

New York Social Studies

World History

#2: Establishing timeframes, exploring different periods, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

• Students will investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

#3: Study of the major social, political, cultural and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

• Students will explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

#4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence and understand the concepts of change and continuity over time.

• Students will interpret and analyze documents and artifacts related to significant developments and events in world history.
• Students will plan and organize historical research projects related to regional or global interdependence.
• Students will analyze different interpretations of important events, issues or developments in world history by studying the social, political and economic context in which they were developed.

ENGLISH STANDARDS ADDRESSED

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3:   Language for Critical Analysis and Evaluation

• Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

EVALUATION:

Political Cartoon

Criteria	1	2	3	4	Your Score
Creativity	Project includes little variety in presentation techniques	Material presented with little originality or creative thought	Some apparent originality displayed through creative use of materials	Exceptional originality of presented material
Content	Unorganized and meets less than half the requirements	Project meets half of the requirements; well-organized	Project is well- organized and meets most requirements	Project is well-organized and meets all requirements
Grammar	Multiple grammatical and stylistic errors	Some errors in grammar and/or format that does not interfere with clarity	Few grammatical and/or stylistic errors	Nearly error-free which reflects clear understanding and thorough proofreading
Presentation	Careless, hurried, and illegible presentation	Project appears rushed, somewhat careless, but the content is legible	Clear, uncluttered, and attractive	Evidence that pride and care was taken and the message of the product is clearly defined

 A=14-16 POINTS B=11-13 POINTS C=7-10 POINTS F=Below 7 points

CONCLUSION

You have learned, from this web quest that deep inequalities exist among nations of the world. These inequalities stem from the new industrial age that has created wealth for some but has left many in poverty. You have investigated the problem using the Public Policy format. You also have attempted to find solutions. For this we thank you…..for if solutions are not found to help the less fortunate, the entire planet will suffer. We see the clear evidence today for lack of public awareness to global inequality. Nations around the world suffer the ravages of civil war and terrorism as a result of poverty, ignorance and global inequality. Maybe you can be the savior?

Our next web quest will deal with the effects of industrial pollution. This is a problem that almost equals global inequality and may be just as harmful to future generations. I bet you can’t wait !!!