Goals and Objectives
Students will discuss how the Industrial Revolution served as the catalyst for massive amounts of reform, especially in labor.
Students will take a stance for and against reforms that restricted and shaped the industrial world. Students will show their understanding of the Industrial Reform by answering critical thinking questions provided to them.
Students will take a stance for and against reforms that restricted and shaped the industrial world. Students will show their understanding of the Industrial Reform by answering critical thinking questions provided to them.
California State Content Standard and Common Core Standards
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 2. Examine how scientific and technological 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).
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Lesson Introduction
The
teacher will have images of child labor during the Industrial Revolution
projected onto the screen. Students will be asked to take out the notebook and
divide their page into 2 sections. Students will be instructed to analyze and
observe the pictures, jotting down what comes to mind. Students will then be
asked to write 2 questions they have regarding the pictures. Once all students
have completed their questions the teacher will randomly call on students to
ask their questions. The teacher will write the questions on the board. This
will allow the teacher to refer to answering the questions throughout the
lesson.
Vocabulary
The key terms will be introduced and highlighted in the body of the lesson through projector slides. They will be central in understanding the reform movement
- Unions
- Labor
- Strike
- Reform
- Regulate
Content Delivery
Lecture: 15 min
Teacher led discussions about historical excerpts and pictures. A small portion of the textbook will also be used to give some background information on labor laws. The teacher will discuss several laws and regulations passed as well as unionization. This knowledge will be used in conjunction with student group activities. Discussions are an appropriate delivery method for this topic because they will be able to identify with the source material by having to make arguments and connections.
Teacher led discussions about historical excerpts and pictures. A small portion of the textbook will also be used to give some background information on labor laws. The teacher will discuss several laws and regulations passed as well as unionization. This knowledge will be used in conjunction with student group activities. Discussions are an appropriate delivery method for this topic because they will be able to identify with the source material by having to make arguments and connections.
Student Engagement
Group Activity: 20 min
Students will be placed in groups of 2-3. Each group will be given a primary source pictures/documents to analyze. The teacher will provide guided questions to accompany each primary source. Students will be given 20 minutes to analyze each source. Students should be actively engaging in conversation with each other while analyzing the sources. Students should complete their guided questions individually as they are analyzing the sources in their groups.
Students will be placed in groups of 2-3. Each group will be given a primary source pictures/documents to analyze. The teacher will provide guided questions to accompany each primary source. Students will be given 20 minutes to analyze each source. Students should be actively engaging in conversation with each other while analyzing the sources. Students should complete their guided questions individually as they are analyzing the sources in their groups.
Lesson Closure
Each group will share their primary sources with the entire class. Each person in the group will be asked to participate in presenting the sources and/ or sharing with the class their guided questions responses. The teacher will summarize the importance of analyzing and using primary sources.
Assessment
Formative assessment: Group discussion and presentation portion will show how well students were able to immerse themselves into this exercise. Good discussions will show signs of students struggling with emotions and opinions.
Summative assessment: Teacher led discussion of the whole class will show how well students understand the concept of labor laws and reform. Student input should show that these laws came about in direct response to the new challenges of industrialization. They should also be able to make connections between current labor laws and ones that were established in the 19th century.
Summative assessment: Teacher led discussion of the whole class will show how well students understand the concept of labor laws and reform. Student input should show that these laws came about in direct response to the new challenges of industrialization. They should also be able to make connections between current labor laws and ones that were established in the 19th century.