Intro Lecture
Goals & Objectives
Students will learn about the reform movements and the political thoughts behind them by following the lecture while using their guided notes. After the lecture the students will be able to identify the differences Utopianism, Social Democracy, Socialism and Communism through a think-pair-share activity in which they'll describe the strength and weaknesses of each political thought and which they feel is the best.
California State Content Standards
- 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Common Core Literacy Standards
- CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Driving Historical Question
How did the industrial revolution affect the emergence of such differing political thoughts?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10
Students will be asked what they know about different forms of government. The instructor will paint a utopic, socialist and communist society and see which students are interested in it. From there this should peak their interests and the students will be more engaged in wanting to know the origins of their chosen government.
Vocabulary (Content Language Development) ‖ Time: 10
Students will use the four fold activity in this activity, students fold their papers into rows of 4 sections each. The number of row can relate to the number of words to be studied. In the first section, the student writes the word. In the 2nd section, the student writes a definition of the word in their own words. In the 3rd section, the student draws a picture or symbol to represent the word. In the 4th section, the student writes a sentence with the word based on their definition.
After completing the page, the students cut apart the sections and put them in an envelope. The words are review by having student reassemble the word rows. Students can trade rows/envelopes with others.
After completing the page, the students cut apart the sections and put them in an envelope. The words are review by having student reassemble the word rows. Students can trade rows/envelopes with others.
- Capitalism
- Marxism
- Socialism
- Utilitarianism
Content Delivery (Method of Instruction) ‖ Time: 20
The teacher will deliver a lecture presentation on the evolution of work and labor during the industrial revolution. The lecture will discuss each step along the way and highlight the key events during the era. Guided notes will accompany the lecture.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20
During the lecture, students will complete guided notes that help them organize and record key information from the lecture. The guided notes will follow the lecture and will incorporate comprehension questions and critical-thinking questions.
Lesson Closure ‖ Time: 10
Students will work on a think, pair, share activity on which form of government is the most beneficial for society and defend their stance.
Assessments (Formative & Summative)
Formative – During the lecture the teacher will stop and ask students both comprehension and critical-thinking questions. During the student engagement activity, the teacher will roam around the room and examine student answers to check for understanding.
Summative – Evaluation of student responses on the think, pair, share will help the teacher determine if the goals and objectives of the lesson were met.
Summative – Evaluation of student responses on the think, pair, share will help the teacher determine if the goals and objectives of the lesson were met.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The vocabulary activity and guided notes provide a scaffold to aid students with special needs. Along with these supports, students with special needs will also be provided a graphic organizer that identifies the key events of the evolution of work and labor. They will use these supports as they work through the critical-thinking questions.
Resources (Books, Websites, Handouts, Materials)
- Modern World History. Mcdougal Littel