Pathways School Gurgaon
Subject: Individuals and Societies
Unit 3: Revolutions
Summative Assessment
Criteria A(i,ii) and D (i, ii , iii and iv)
MYP Year 3 Total Time: 75 mins
Learning Objectives: Students to recognise how specific inventions made during the first industrial revolution
have impacted lives of people, allowing individuals to change pre-existing social and economic structures.
Statement of Inquiry: Revolutions lead to changes which may influence the perspectives and structure of
society.
ATL Skills:
Thinking skills - Critical-thinking skills
Evaluate evidence and arguments.
Draw reasonable conclusions and generalizations.
Media Literacy Skill: Seek a range of perspectives from multiple and varied sources.
Communication Skill:
Read critically and for comprehension.
Structure information and summaries in a chosen format
Use and interpret a range of discipline-specific terms.
Command Terms:
Describe: Give a detailed account or picture of a situation, event, pattern, or process.
Discuss - Offer a considered and balanced review that includes a range of arguments,
factors, or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
Identify: Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
State: Give a name, value or other brief answer without explanation or calculation.
Summarize: Abstract a general theme or major point(s).
Terminology Clarified:
Impact refers to a major influence or impact whereas implication refers to consequences that
are likely to happen. The key difference between impact and implication is that, implications
are not obvious or clear whereas impact is always direct and obvious.
Important instruction: Read the entire assessment before attempting it. (5 Min)
Refer to the sources below and answer the following question:
Source A: How inventions change history (for better and for worse) - Kenneth C. Davis - YouTube
Source B: What was the Industrial Revolution? | History in a Nutshell | Animated History - YouTube
Q1. Describe the first industrial revolution’s invention of “the cotton gin”. [a i and ii]
A Yale graduate, named Eli Whitney had gone to South Carolina to work as a tutor in 1773. He then
heard from local farmers, about the inefficiencies of cleaning cotton, and how time consuming it was
to separate the seeds from the cotton and How it would take a day for a slave to clean a single pound
of cotton. Due to the increasing Demand from the cloth factories in Britain. Eli Whitney then took,
older, smaller and more inefficient engines (gin is the short form of engine). IN 1794, Eli Whitney,
finished improving upon the existing gins and then patented his invention as the cotton gin.
Q2. State why were farmers forced to migrate to urban cities from 1750-1850 in Great Britain?
[a ii and d i]
Farmer were forced to move to urban cities, due to the decrease in availability of jobs as British
citizens could no longer survive off subsistent farming as all the land was being converted into
fertile land to increase food production. This was done by the wealthy in Britain. Due to the
demand for citizens, in factories, the British people were forced to migrate to urban cities in hope
of a better life.
Q3. Identify one difference between the Agricultural, Industrial, Technological and the Digital Revolution.
[a i and ii]
While the first three revolutions focused on improving technology physically, the Digital Revolution
focuses on changing the ways we interact with technology, through the medium of products such
as computers and smartphones. The digital revolution created mediums like social media, which
isn’t something you can physically interact with for example.
Q4. As an MYP 3 student studying about the social and economic implications of the inventions made during
the first industrial revolution, analyse the usefulness of Source A on the basis of its origin, purpose, value and
limitation. [a i and d iii]
Origin- "How Inventions Change History (for Better and for Worse) - Kenneth C. Davis." Youtube, uploaded by
TED-Ed, 17 Oct. 2012, www.youtube.com/watch?v=0SMNYivhGsc.
Purpose- The animator’s purpose is to show how an invention can have both negatives and positives, even if the
inventor meant to do good. The purpose is clearly stated twice throughout the video.
Value- As a student of MYP 3, this source is helpful as it showcases how the cotton gin affected all major
parties in the first industrial revolution including the America’s, Great Britain and the African colonies. The
source also clearly shows us the positive and negative consequences from the creation of the cotton gin. It is a
secondary source as no physical evidence from the times of the cotton gin is shown. The source is extremely
reliable as it comes from a famous educational company.
Limitations- The source is extremely objective and is reliable to some extent. It is difficult to fact-check all the
information in the source so I cannot prove its reliability.
Q5. Refer to source A and B to Discuss one impact (positive and negative) of any one invention mentioned.
[a ii and d iv]
Chosen Invention- The cotton Gin
The positive impact of the cotton gin was that it made the labor component of cleaning cotton much easier.
This also, made it less stressful to complete cleaning cotton. This cubed the yearly production of cotton over a
20 year period, allowing for a much larger amount of cloth to be produced for people in the America’s and
Britain. This created the trade triangle which helped to boost the economy of the British colonies, and the
America’s.
The invention had the negative consequence of increasing the number of slaves in America by approximately
3.3 million in 60 years. This was due to how the cotton gin propelled the need for labor instead of reducing its
need for labor as the number of factories in Britain grew as well as the number of cotton farms in America.
The demand for cotton grew and so did the labor demand which led to civil war in America. Even though the
hiring of slaves was banned in Britain. America waited another hundred years, which let the problem fester in
to the previously mentioned civil war.
Q6. Summarise your stance with the social and economic implication of both positive and negative impacts,
with a well-supported argument. [d ii and d iv]
The economic gains of both the United States of America and Great Britain was not worth the
inhuman treatment of Slaves created by the propulsion in demand for cotton and slaves. Even
though the pro0duction of cotton quadrupled, providing both riches for the wealthy of
America and the United Kingdom, British colonies were selling African slaves to the American
colonists in exchange for cotton. These slaves were treated to inhumane, working and living
conditions, with no promise of living for more than 20 years. These slaves were never given
any rights and went against the constitution and the Ideals of the newly found USA. This is
why I believe that the negatives outweigh the positives when it comes, to the implications of the
cotton gin.
TASK SPECIFIC CLARIFICATIONS
Criterial A: Knowledge and understanding
i. use a range of terminology in context.
ii. demonstrate knowledge & understanding of subject-specific content and concepts, through
descriptions, explanations, and examples.
Achievement Task -Specific descriptor
level
The student does not reach a standard described by any of the descriptors below.
1-2 The student:
i. makes limited use of terminology such as steam engines, surplus
production, mechanization, enhanced soil fertility, electricity, oil-based
production, assembly lines, information technology, artificial intelligence, data
analytics, algorithms, patented, invention, labor requirement, harvest,
innovation, landfills etc.
ii. demonstrates basic knowledge and understanding of such as the first
industrial revolution, socio-economic impacts, mass-production, slavery, etc.
through limited descriptions or examples such as enclosure act, railways,
steam engines, telephone, factories, industries, personal computer, etc.
3-4 The student:
i. uses some terminology such as steam engines, manual labor,
automation, increased food production, surplus production, mechanization,
enhanced soil fertility, electricity, oil-based production, assembly lines,
information technology, artificial intelligence, data analytics, algorithms,
patented, invention, labor requirement, harvest, innovation, landfills etc.
ii. demonstrates satisfactory knowledge and understanding of content such as
the first industrial revolution, socio-economic impacts, mass-production,
slavery, etc. through simple descriptions by quoting relevant examples for all
the areas such as enclosure act, railways, steam engines, telephone, factories,
industries, personal computer, mobile phones, cotton gin, slavery, disposable
diapers, diaper delivery services,
5-6 The student:
i. uses considerable and relevant terminology such as as steam engines,
manual labor, automation, increased food production, surplus production,
mechanization, enhanced soil fertility, electricity, oil-based production,
assembly lines, information technology, artificial intelligence, data analytics,
algorithms, patented, invention, mechanically, bales, labor requirement,
harvest, innovation, landfills etc.
ii. demonstrates substantial knowledge and understanding of content such as
the first industrial revolution, socio-economic impacts, mass-production,
slavery, etc. through descriptions, explanations, and examples such as four-
crop rotation system, enclosure act, railways, steam engines, telephone,
factories, industries, personal computer, mobile phones, cotton gin, slavery,
disposable diapers, diaper delivery services, etc.
7-8 The student:
I. consistently uses a range of terminology such as steam engines,
manual labor, automation, increased food production, surplus production,
mechanization, enhanced soil fertility, electricity, oil-based production,
assembly lines, information technology, artificial intelligence, data analytics,
algorithms, patented, invention, mechanically, bales, labor requirement,
harvest, innovation, landfills etc. accurately.
II. demonstrates detailed knowledge and understanding of content such
as the first industrial revolution, socio-economic impacts, mass-production,
etc. through developed and accurate descriptions, explanations, and
examples such as the four-crop rotation system, enclosure act, railways,
steam engines, telephone, factories, industries, personal computer, mobile
phones, cotton gin, slavery, disposable diapers, diaper delivery services, etc.
Criteria D: Thinking Critically
i. analyse concepts, issues, models, visual representation and/or theories.
ii. summarize information to make valid, well-supported arguments.
iii. analyze a range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. recognize different perspectives and explain their implications.
AchievementTask Specific Descriptors
level
The student does not reach a standard described by any of the descriptors
below.
1-2 The student:
i. begins to analyze the four industrial revolutions, population boom of the
1750’s, enclosure act, mechanization, increase in requirement of labor force
etc.
ii. ii. begins to identify/recognize the use of propaganda in information
communicated.
iii. recognizes the origin and purpose of sources/data as well as either values
or limitations of sources/data.
iv. identifies different perspectives of the impact of any one invention of the
industrial revolutions.
3-4 The student:
I. completes a simple analysis of the four industrial revolutions, population
boom of the 1750’s, enclosure act, mechanization, increase in requirement
of labor force etc.
II. summarizes information to make some adequate statements how to
identify/recognize the use of propaganda in information communicated.
III. analyses sources/data in terms of origin and purpose, recognizing one value
and limitation.
iv. recognizes perspectives of the impact of any one invention of the industrial
revolutions and suggests their social and economic implications.
5-6 The student:
i.completes a suitable analysis of the four industrial revolutions, population
boom of the 1750’s, enclosure act, migration to urban cities, mechanization,
increase in requirement of labor force etc.
ii. summarizes information to make usually valid statements on how to
identify/recognize the use of propaganda in information communicated.
iii. analyses sources/data in terms of origin and purpose, usually recognizing
two values and limitations.
iv. Clearly recognizes different perspectives of the impact of any one
invention of the industrial revolutions and describes most of their social and
economic implications.
7-8 The student:
I. Completes a detailed analysis of the four industrial revolutions, population
boom of the 1750’s, enclosure act, mechanization, migration to urban cities,
increase in requirement of labor force etc.
ii. summarizes information to make a consistent, well-supported argument
on the positive or negative impacts of any one invention of the industrial
revolutions.
iii. effectively analyses a range of sources/data in terms of origin and
purpose, consistently recognizing one value and limitation (as per CLAIM: list
the value/limitation. REASON: justify why is it a value/limitation. EVIDENCE:
cite evidence from the source.)
iv. clearly recognizes different perspectives of the impact of any one
invention of the industrial revolutions and consistently explains their social
and economic implications.
