Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher David Wynbeek
Date April 2017 Subject/ Topic/ Theme World History/Revolutions/Industrial Revolution Grade 9th
I. Objectives
How does this lesson connect to the unit plan?
The Industrial Revolution led to revolutions because of how it led to imperialism, wage gaps, worker exploitation, and more related to causes of revolution. It also
reflects the Enlightenment ideas about the rights of people.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Weigh the pros and cons of the Industrial Revolution and come to some of their own conclusions about it U, An, E
View the Industrial Revolution from the perspectives of workers and business owners. An, E, Ap
Analyze an overview of the Industrial Revolution through doing a close-reading about it. U, An, E
Understand what the Industrial Revolution was and know the difference between the First and Second Industrial U
Revolution
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.9-10.2,HSCE6.2.3.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
Students will have just learned about some of the things that happened in the 200 years before these
Identify prerequisite
revolutions began (the First Industrial Revolution, scientific innovation, and the Enlightenment).
knowledge and skills.
Students will likely know bits and pieces about the Second Industrial Revolution, not so much about
the First Industrial Revolution. And they will likely only know it from the American perspective.
Pre-assessment (for learning):
Ask the class to share what they know about this topic.
Formative (for learning):
Give main premise of the Industrial Revolution. Relate it to things learned in other units (Renaissance
Unit, most likely)
Formative (as learning):
Outline assessment Discuss some main points of the Industrial Revolution (Scientific discoveries, industrialism)
activities Close-reading of an article about the Industrial Revolution underline/highlight key elements
(applicable to this lesson) Go over what the students found important, write them on the board, students take notes
Worker/Employer perspective activity will make students think about it from a historical, real-life
perspective.
Summative (of learning):
The final point about the worker-employer relationship will serve as the main takeaway because it is
the end result of what was discussed throughout class.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take
Some students may not know how The discussion periods will engage Students will experience reflection
neurodevelopmentally, to effectively highlight things in an students at the beginning and end on previous units, teacher-directed
experientially, article. of class, while the middle section discussion and individual work
emotionally, etc., for your will let students learn on their own time
students to do this lesson? Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Students will have to read an Students will use their highlighted It will be easier for students to stay
article, highlight important parts, article to communicate their ideas focused because it will not be one
and understand the main points. of what was most important in the single activity during the whole
They will also be asked to connect article class. There will be variation and
these main points to other areas of discussion to keep students
this unit and others. engaged.
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Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
Students will have to read, As students are reading, I will be Students will be expected to be
highlight, and understand an article. available to give help and will walk engaged in class, contribute during
This will be a good way to test their around to make sure students are discussion, and focus on the
social studies literacy and reading what they are supposed to assigned reading. By picking out
comprehension ability. be reading. what is most important in the
reading, they will be able to
personally regulate and assess their
learning.
Materials-what materials Students will be given a reading handout attached at the end of the lesson plan
(books, handouts, etc) do Students will bring their notes and writing utensils to class
you need for this lesson
and are they ready to
use?
Normal setup rows/groups of desks
How will your classroom
I will be in the front of class during the discussion portions and walking around during the reading
be set up for this lesson?
portion.
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
After students settle in, I will begin class by Students will answer questions about what they
5 min introducing the lesson and asking students to write know about the Industrial Revolution.
about a response to the question: How did the
concepts and ideas that were discussed last class
affect/shape technology and city structure?
Motivation Students may use their notes and write down their
(opening/ answers on whiteboards or in notes, or I may
introduction/ choose to just have them answer aloud. Their
engagement) answers will likely reflect ideas/inventions from the
Second Industrial Revolution, so afterwards I will
make sure to explain the difference and some of the
biggest changes.
I will also ask questions about what was learned in Students will think about and answer questions in
3 min
the Transition lesson that are relevant to this lesson. order to begin to understand some ideas of the
(Scientific revolution, innovation, changing Industrial Revolution.
ideology, etc.) These questions will serve to give a
basis for the information that will be learned in this
lesson. This will be a quick activity to prepare them
for the article on the Industrial Revolution
Development
(the largest
component or
main body of Close-Reading Activity. I will then hand out article
10-15 the lesson) that students will read and highlight, emphasizing
min that every student will be called on, so they must
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have some meaningful things highlighted. Before Students will read, highlight, and take notes on
they begin the activity, I will explain how to handout article, then write a summary at the end.
effectively highlight things. (i.e. dont highlight
entire paragraphs, less is more, etc.) As students
read and highlight, I will walk around and monitor
students as they read and highlight it. I will also
instruct them to write down their main takeaways
or a summary of the article.
10-15
min I will ask students what they thought the main point
was and what they highlighted and why. This will Students will respond to teachers questions and
be done in a cold call style so that all students give their input on the article.
participate. Students will also take notes.
I will write these things on the board while
discussing each and emphasizing the most
important ones.
3-5
min
After this activity, I will discuss how these main
points (disgruntled workers, advancements in Students will be expected to listen and discuss the
manufacturing, mass production, etc.) are related to topic when asked.
the changing times. The videos that were watched
in the Transition lesson began to describe how
people gained more influence, and this lesson will
add to it.
I will also ask students to partner up with the other
person at their table. One partner will answer my
10
question as if they were a 1700s business owner,
min
and the other will answer the question as if they Students will answer my question and discuss each
were a 1700s factory worker. The question is: point of view in their groups.
How does industrialization affect your life, does it
get better or worse, and why? I will also walk
around to listen in on their discussion and help to
facilitate it.
Closure
After the group discussions, I will ask students how If this has not already happened, students will
(conclusion,
they answered the question. (The business owner understand the rift between employer and worker
culmination,
3 min partner will be happy about industrialization, the that happened due to the Industrial Revolution.
wrap-up)
factory worker partner will not) This disagreement Because of previously discussed material in this
between worker and employer is the main class and in others, they will begin to see how a
takeaway from the lesson and will be my final revolutionary movement from the people could
point. occur.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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INDUSTRIAL REVOLUTION
The History Channel. A+E Networks, 2009. http://www.history.com/topics/industrial-revolution
The Industrial Revolution, which took place from the 18th to 19th centuries, was a period during which
predominantly agrarian, rural societies in Europe and America became industrial and urban. Prior to the
Industrial Revolution, which began in Britain in the late 1700s, manufacturing was often done in peoples
homes, using hand tools or basic machines. Industrialization marked a shift to powered, special-purpose
machinery, factories and mass production. The iron and textile industries, along with the development of the
steam engine, played central roles in the Industrial Revolution, which also saw improved systems of
transportation, communication and banking. While industrialization brought about an increased volume and
variety of manufactured goods and an improved standard of living for some, it also resulted in often grim
employment and living conditions for the poor and working classes.
BRITAIN: BIRTHPLACE OF THE INDUSTRIAL REVOLUTION
Before the advent of the Industrial Revolution, most people resided in small, rural communities where their
daily existences revolved around farming. Life for the average person was difficult, as incomes were meager,
and malnourishment and disease were common. People produced the bulk of their own food, clothing, furniture
and tools. Most manufacturing was done in homes or small, rural shops, using hand tools or simple machines.
A number of factors contributed to Britains role as the birthplace of the Industrial Revolution. For one, it had
great deposits of coal and iron ore, which proved essential for industrialization. Additionally, Britain was a
politically stable society, as well as the worlds leading colonial power, which meant its colonies could serve as
a source for raw materials, as well as a marketplace for manufactured goods. As demand for British goods
increased, merchants needed more cost-effective methods of production, which led to the rise of
mechanization and the factory system.
INNOVATION AND INDUSTRIALIZATION
The textile industry, in particular, was transformed by industrialization. Before mechanization and factories,
textiles were made mainly in peoples homes (giving rise to the term cottage industry), with merchants often
providing the raw materials and basic equipment, and then picking up the finished product. Workers set their
own schedules under this system, which proved difficult for merchants to regulate and resulted in numerous
inefficiencies. In the 1700s, a series of innovations, such as the spinning jenny and the power loom led to
ever-increasing productivity, while requiring less human energy.
Developments in the iron industry also played a central role in the Industrial Revolution. In the early 18th
century, Englishman Abraham Darby (1678-1717) discovered a cheaper, easier method to produce cast iron,
using a coke-fueled (as opposed to charcoal-fired) furnace. In the 1850s, British engineer Henry Bessemer
(1813-1898) developed the first inexpensive process for mass-producing steel. Both iron and steel became
essential materials, used to make everything from appliances, tools and machines, to ships, buildings and
infrastructure.
The steam engine was also integral to industrialization. In 1712, Englishman Thomas Newcomen (1664-1729)
developed the first practical steam engine (which was used primarily to pump water out of mines). By the
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1770s, Scottish inventor James Watt (1736-1819) had improved on Newcomens work, and the steam engine
went on to power machinery, locomotives and ships during the Industrial Revolution.
QUALITY OF LIFE DURING INDUSTRIALIZATION
The Industrial Revolution brought about a greater volume and variety of factory-produced goods and raised the
standard of living for many people, particularly for the middle and upper classes. However, life for the poor and
working classes continued to be filled with challenges. Wages for those who labored in factories were low and
working conditions could be dangerous and monotonous. Unskilled workers had little job security and were
easily replaceable. Children were part of the labor force and often worked long hours and were used for such
highly hazardous tasks as cleaning the machinery. In the early 1860s, an estimated one-fifth of the workers in
Britains textile industry were younger than 15. Industrialization also meant that some craftspeople were
replaced by machines. Additionally, urban, industrialized areas were unable to keep pace with the flow of
arriving workers from the countryside, resulting in inadequate, overcrowded housing and polluted, unsanitary
living conditions in which disease was rampant. Conditions for Britains working-class began to gradually
improve by the later part of the 19th century, as the government instituted various labor reforms and workers
gained the right to form trade unions.
INDUSTRIALIZATION MOVES BEYOND BRITAIN
The British enacted legislation to prohibit the export of their technology and skilled workers; however, they had
little success in this regard. Industrialization spread from Britain to other European countries, including
Belgium, France and Germany, and to the United States. By the mid-19th century, industrialization was well-
established throughout the western part of Europe and Americas northeastern region. By the early 20th
century, the U.S. had become the worlds leading industrial nation.
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