Goals and Objectives
Students will given the class period students to discuss how industrialization impacted both the United States and Europe. Students will identify the effects that industrialization had on the world and will debate their stance on the effects using the assigned worksheets, presentations, and prior knowledge as resources. Students will understand how industrialization changed the world.
California Standards
10.3 students analyze effects of the Industrial Revolution in England, France, Germany, Japan, and US.
2. Examine how scientific and technologic changes and new forms of energy brought about massive social, economic, and cultural change (e.g. the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Evolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of migration, mining and manufacturing, division of labor, and the union movement.
2. Examine how scientific and technologic changes and new forms of energy brought about massive social, economic, and cultural change (e.g. the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Evolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of migration, mining and manufacturing, division of labor, and the union movement.
Common Core
RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Lesson Introduction
The teacher will show a video called: Coal, Steam, and The Industrial Revolution a Crash Course in World History on the pull down screen for all students to view. Students will take notes as they watch the short video. The notes will be paused periodically in order to highlight the major effects that the industrial revolution had on Europe. Student will then refer back to their notes during discussion to reference the examples presented in the video as support for their discussion. The teacher will inform students that their notes will be used later to ensure that students complete the notes.
http://www.youtube.com/watch?v=zhL5DCizj5c
http://www.youtube.com/watch?v=zhL5DCizj5c
Vocabulary
The vocabulary will be highlighted throughout the video that students will be watching
Content Delivery
The teacher will introduce the lesson by going over the video they just saw with the students. The teacher will then instruct students to work in pairs to complete the provided handouts. Student will be instructed to take turns reading out-loud to one another and to answer the questions that follow the reading. Once students have completed this task the teacher will instruct students to open their textbooks to page 263-266 and each student will read independently. The teacher will explain to students that once they have completed the reading they will partner up and discuss the following questions that the teacher will write on the board.
- In your opinion who truly started the Industrial Revolution and why?
- Can a price be placed on the hardships that workers endured as their cities became industrialized? Or were the effects of the industrial revolution so wonderful to dismay the hardships felt by many?
Viewpoint 1
Viewpoint 2
Student Engagement
Students will be engaged into the lesson as they take part in the discussion by answering the two critical thinking questions that follow their readings. Once the students have completed the questions with their partner the teacher will group pairs of students together to form small groups of 4 students. The teacher will then instruct students to discuss the questions with everyone in their group and will be given about 10 minutes. While the students are talking amongst themselves in their groups, the teacher will walk around the room and listen in to each groups discussion to ensure that the conversations are answering the questions. Once the time is up the teacher will instruct each group, one at a time, to share their personal responses to the class. Each student will be asked to contribute and participate in the discussion and to give his or her feedback.
Demonstrated Learning
Formative-Students will be assessed throughout the lesson based on their ability to complete their notes. The teacher can check for completeness and can assess which students understood the opening activity. Students will also be assessed while the teacher walks around the room and listens in on the discussions between students. Students will also be completing a handout. This will allow the teacher to assess each students’ written responses to the reading passages.
Summative- The teacher will have students create an exit slip and will instruct them to write one opinion/thought regarding the concepts covered during the discussion as well as one question they have. Each student will hand the teacher their exit slip as they leave class. This will allow the teacher to assess each students understanding of the concepts covered and will allow the teacher to see what questions students may have.
Summative- The teacher will have students create an exit slip and will instruct them to write one opinion/thought regarding the concepts covered during the discussion as well as one question they have. Each student will hand the teacher their exit slip as they leave class. This will allow the teacher to assess each students understanding of the concepts covered and will allow the teacher to see what questions students may have.
Lesson Closure
The lesson will be concluded by summarizing the differing opinions and ideas that were shared by the class. The teacher will ask students to create an exit slip in which they will provide one opinion or thought and a questions regarding the content discussed. Students will hand the slip to the teacher as they leave the classroom.
Accommodations for English Language Learners, Striving Readers, and Students with Special Needs
The teacher will be going over the key terms and provide the definitions to the students. This will help ELs, Striving Readers and students with special needs and can refer to their notes if they're having any difficulty during the lesson. Additionally, the teacher will utilize the handouts to scaffold the lesson for students and break it down into sections. Students that are ELL's, Striving Readers, and Students with Special Needs will also be paired with higher academically performing students to assist them through out the entire lesson if need be.