Summer Training on Teaching Global HistoryAteneo de Manila UniversityGroup 4: Activity on Lesson Planning

I. Topic and Perspective: The Intellectual History of Industrial Capitalism

II. Objectives: At the end of the lesson, the students are expected to: a. Identify (Analyze?) the key ideas that led to the emergence of Industrial Capitalism; and, b. Appreciate the interdependence of global societies / communities through a

simulation dialogue.

III. Skills: analysis, deductive reasoning, simulation dialogue

IV. Time: 50 minutes / session

V. Resources: 1. References: Angelica V. Ariston, et al., World History for Filipino

Students, Anvil Publishing, Inc., 2011.

Elizabeth Gaynor Ellis and Anthony Esler, World History: Connections to

Today, Prentice Hall, 2005.2. Others: pictures of popular brands / logos; factories and working

environments; proponents of Industrial Capitalism (Adam Smith, Thomas Malthus, David

Ricardo); PowerPoint presentation.

VI. Population: 40-45 students / class

VII.Students' Level: Grade 9

VIII. Teaching Strategy:

A. Activity 1: "Brands on Sale"

1. The students will be presented with a list of things or products that they commonly use or consume such as: BAGS, SHOES, MOBILE PHONES, CLOTHING, and FASTFOOD.

2. From a list of brands or logos, the students will be asked to choose which brand they associate the product with and (given the finances) will eventually choose to buy. (Bags: Hawk vs. Jansport; Shoes: Accel vs. Nike; Mobile Phones: Cherry Mobile vs. Samsung; Clothing: Bench vs. Uniqlo; Fastfood: Mang Inasal vs. Kenny Roger's).

3. Questions: a. Why did you choose that particular brand?b. Where do you think was the product made from?c. Does the brand have anything to do with product quality?

B. Lesson Proper: The Ideas Behind the Emergence of Industrial Capitalism

1. Activity 2a) Two pictures will be shown to the students. One is an agricultural setting

while the other is an industrial environment.b) The students will be asked to describe the differences between the two

images in terms of the following criteria: Social relationships; Use of capital; Manpower; Location; Production; Time spent in production.

c) Processing Questions:a. Why was there a need for some societies to shift from an

agricultural economy to an industrial economy?b. How did it affect the environment as well as social relationships?c. What do you think were the prevailing notions at that time in terms

of how people should live? (Medyo sakit sa ulo ng tanong)

2. Key Concepts: capitalism; industrial capitalism; free trade, private ownership, market economy, mass production, industrialization, urbanization

3. Key Proponents of Industrial Capitalism (Medyo dinamihan ko na po para pwede pang pagpilian)

a) Adam Smith, "An Inquiry into the Nature and Causes of the Wealth of Nations (1776)"

"Every individual... neither intends to promote the public interest, nor knows how much he is promoting it... he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention." [The Wealth Of Nations, Book IV, Chapter II, p. 456, para. 9.]

"What improves the circumstances of the greater part can never be regarded as an inconvenience to the whole. No society can surely be flourishing and happy, of which the far greater part of the members are poor and miserable." [The Wealth Of Nations, Book I Chapter VIII, p.96, para. 36.]

"Consumption is the sole end and purpose of all production; and the interest of the producer ought to be attended to, only so far as it may be necessary for promoting that of the consumer." [The Wealth Of Nations, Book IV Chapter VIII, v. ii, p. 660, para. 49.]

"The natural effort of every individual to better his own condition...is so powerful, that it is alone, and without any assistance, not only capable of carrying on the society to wealth and prosperity, but of surmounting a hundred impertinent obstructions with which the folly of human laws too often encumbers its operations." [The Wealth Of Nations, Book IV, Chapter V, Digression on the Corn Trade, p. 540, para. b 43.]

"[The rich] consume little more than the poor, and in spite of their natural selfishness and rapacity…they divide with the poor the produce of all their improvements. They are led by an invisible hand to make nearly the same distribution of the necessaries of life, which would have been made, had the earth been divided into equal portions among all its inhabitants, and thus without intending it, without knowing it, advance the interest of the society, and afford means to the multiplication of the species." [The Theory Of Moral Sentiments, Part IV, Chapter I, pp.184-5, para. 10.]

b) Thomas Malthus, "An Essay on the Principle of Population (1798)"

"Must it not then be acknowledged by an attentive examiner of the histories of mankind, that in every age and in every state in which man has existed, or does now exist.

That the increase of population is necessarily limited by the means of subsistence. That population does invariably increase when the means of subsistence increase. And that the superior power of population it repressed and the actual population kept equal to the means of subsistence, by misery and vice." [Malthus T.R. 1798. An Essay on the Principle of Population, in Oxford World's Classics reprint. p 61, end of Chapter VII]

c) David Ricardo, "On the Principles of Political Economy and Taxation (1817)"

"The value of a commodity, or the quantity of any other commodity for which it will exchange, depends on the relative quantity of labour which is necessary for its production, and not on the greater or less compensation which is paid for that labour."

"By far the greatest part of those goods which are the objects of desire, are procured by labour; and they may be multiplied, not in one country alone, but in many, almost without any assignable limit, if we are disposed to bestow the labour necessary to obtain them."

"It is not by the absolute quantity of produce obtained by either class, that we can correctly judge of the rate of profit, rent, and wages, but by the quantity of labour required to obtain that produce."

4. Questions for Discussion:

IX. Evaluation: Simulation Dialogue1. Mechanics:

a) The class will be divided into three groups by the teacher: Capitalists, Workers, and Consumers.

b) The different groups will be asked questions by the teacher who will serve as the facilitator. The questions will be shown by the teacher (i.e. through a projector) one by one.

c) The students would have to respond in a way that would reflect what those different groups would have said in their place with regard to how they perceive or view capitalism.  

d) Because this is a "simulation dialogue," the students have to respond to the points raised by other students from different groups in order to have a smooth flow. 

2. Possible Questions:a) What is Capitalism for you?  (Definition,feelings,etc.)  b) Why do you think this system was put in place? (what was the idea

behind it?)c) Does Capitalism affect you? d) If yes, HOW does capitalism affect you?e) Is the IDEA behind capitalism reflected in how it is being practiced?

How?f) Is Capitalism "good" or "bad"? Why?  g) Do you think capitalism can be improved? Why?h) If yes, how can it be improved?

3. Rubrics for Grading:

CATEGORY 4 3 2 1

Historical Idea

All historical information/idea appeared to be accurate.

Almost all historical information/idea appeared to be accurate.

Most of the historical information/idea was accurate.

Very little of the historical information/idea was accurate.

Role Point-of-view, arguments, and reactions proposed were consistently in character.

Point-of-view, arguments, and reactions proposed were often in character.

Point-of-view, arguments, and reactions proposed were sometimes in character.

Point-of-view, arguments, and reactions proposed were rarely in character.

Knowledge Gained

Can clearly explain several ways in which his character "thinks" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character “thinks" things differently than other characters.

Can clearly explain one way in which his character "thinks" things differently than other characters.

Cannot explain one way in which his character "thinks" things differently than other characters.

EQUIVALENT POINTS12 2011 1910 189 178 167 156 145 134 123 112 101 09

X. Synthesis Questions:1. As students, what is/are your basis/bases in buying or consuming?2. How do you compare or measure the importance you give to products

that are “imported” as to local products with regards to some notions that imported products are of better quality?

Group 4Presenter: Benedict OconPowerpoint: Pilar Marquez and Roxanne EvangelistaEvaluation: JVSynthesis: Francia Gamban and Marion OrdianoFacilitator: Mark Richardson Rovillos