Lesson Plan
Goals and Objectives
Students will learn about the growth of population within the Industrial Revolution, as well as the rural to urban migration. Students will be able to explain the reasons why so many people moved into the cities.
California State Content Standards
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
Common Core Literacy Standards
10.3 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.
10.4 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.
10.4 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 drive the migration from rural to urban areas?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5
Students will be asked what their parents do for a living. Depending on answers the teacher will be able to help students realize that people move to where jobs are. For example, in the past Detroit was a hub for factory work or how actors all over the world will move to Hollywood in hopes of obtaining work.
Vocabulary (Content Language Development) ‖ Time: 10
Students will create a picture book using the key terms for the lesson. The picture will include the term, the definition, and other key terms that are associated with it and an image or graphic that depicts the meaning of the term. Key terms include:
• Urbanization
• Middle Class
• Industrialization
• Factors of production
• Factory
• Entrepreneur
• Urbanization
• Middle Class
• Industrialization
• Factors of production
• Factory
• Entrepreneur
Content Delivery (Method of Instruction) ‖ Time: 20
The teacher will have students read sections of the text book that highlight key events that lead to the urbanization movement during the industrial revolution. Students will be required to read one of the following sections of Chapter 9, Section 2 of their textbook
· Growth of Industrial Cities
· Living Conditions
· Working Conditions
· Class Tensions
· Positive Effects of the Industrial Revolution
Students will turn to their partners and think-pair-share what they believe were the contributing factors of the migration as well as its effects. The teacher will call on groups of students to share their responses.
· Growth of Industrial Cities
· Living Conditions
· Working Conditions
· Class Tensions
· Positive Effects of the Industrial Revolution
Students will turn to their partners and think-pair-share what they believe were the contributing factors of the migration as well as its effects. The teacher will call on groups of students to share their responses.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 10
As they read, students will complete their book. The topics on the foldable will be: Growth of industrial cities, living conditions, working conditions, class tensions, and positive effects of the Industrial Revolution. Each section of the foldable should include a minimum of four ideas, statements or facts and on the back of each section of the foldable, students will attach the appropriate vocabulary term to each section.
After the reading and foldable have been completed, students will change groups so that each group has a representative from each section. Students in the new group will present the information they learned about their area, and showcase their foldable, while the other group members complete a graphic organizer, mind map, with the information of the urbanization movement.
After the reading and foldable have been completed, students will change groups so that each group has a representative from each section. Students in the new group will present the information they learned about their area, and showcase their foldable, while the other group members complete a graphic organizer, mind map, with the information of the urbanization movement.
Lesson Closure ‖ Time: 5
Students will be required to do a quickwrite and use it as an exit slip. Students will be asked “What were the contributing factors of urbanization and how did it affect the general populace?”
Assessments (Formative & Summative)
Formative – As students are working on their foldables, the teacher will check on individual students to assess the quality of the information they are writing. If students are not demonstrating understanding, the teacher will ask questions, scaffold the reading process
and guide students to relevant sections in the text. The teacher will also informally evaluate the responses on the Venn Diagram to check for understanding.
Summative – The teacher will assess and score the completed foldables for accuracy and quality of writing.
and guide students to relevant sections in the text. The teacher will also informally evaluate the responses on the Venn Diagram to check for understanding.
Summative – The teacher will assess and score the completed foldables for accuracy and quality of writing.
Sample Foldable
Accommodations for English Learners, Striving Readers and Students with Special Needs
The teacher will provide additional vocabulary support for English Learners, striving readers and students with special needs, including a list of more common, but difficult terms with definitions and images. Depending on the student’s needs, modified readings may be provided. The teacher will also provide these students with a partially complete foldable to give them a more comprehensive example of the task before them.
Resources (Books, Websites, Handouts, Materials)
Modern World History. Mcdougal Littel