Download Summary of Unit - Bremen High School District 228

182
UNIT COVER PAGE
Unit 10
School District:
BHSD 228
Department:
Unit Title: Unit 10 - Industrial Revolution
Social Studies
Course:
Grade Levels:
World History
10
Topic Areas: Communism and Capitailsim, industrialization, Urbanizations
2 Wks.
2009
Date Created: Spring, 2004
Date Modified:
G. Andruch, M. Bracena, J. Curtin, W. Podbbielniak, J. Robison, D. Stell,
Unit Designer(s): R.Tustin, D. Uniek
Time Frame:
Link to State Standards
15.A.2a - Explain how economic systems decide what goods and services are produced, how they
are produced and who consumes them.
15.A.5a - Explain the impact of various determinants of economic growth (e.g., investments in
human/physical capital, research and development, technological change) on the economy.
15.C.2a - Describe the relationship between price and quantity supplied of a good or service.
15.C.2b - Identify and explain examples of competition in the economy.
15.C.2c - Describe how entrepreneurs take risks in order to produce goods or services.
15.D.5c - Explain how technology has affected trade in the areas of transportation,
communication, finance and manufacturing.
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Summary of Unit
Students will learn how the world industrialized during the 19th century and how industrialization
impacted society.
Resources
See Curriculum Binder
Key Words
Industrial revolution, enclosure, crop rotation, industrialization, factors of production, factory, entrepreneur,
urbanization, middle class, stock, corporation, laissez-faire, capitalism, socialism, communism, union, strike
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
the modernization of the Western Hemisphere will result in global competition.
the economic systems developed still shape the world today
Essential Questions
1. How did the Industrial Revolution change the people's lives?
2. What are the implications of the new economic philosophies of the time?
3. What factors are needed for industrialization?
4. If Revolution means change, how did the Industrial Revolution change the world?
5. How might a factory worker feel about capitalism?
6. How are my views about the economy shaped by the country in which I live?
Knowledge and Skills
Students will know
Agricultural revolution
Industrialization
Factors of Production
Entrepreneur
Urbanization
Class System
Corporation
Joint Stock Company
Global Inequality
Laissez Faire
Adam Smith
Capitalism
Socialism
Karl Marx
Communism
Union
Slavery
Economy
Social Effects
Students will be able to
explain how industrialization occurred.
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identify the problems caused by industrialization.
list the solutions that society came up with to deal with the problems of industrialization.
compare and contrast new economic philosophies
Students will be familiar with
Enclosure
Crop Rotation
Factories
Cotton Gin
Communist Manifesto
Utilitarianism
Collective Bargaining
Strike
Abolition
Jane Addams
Reform
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Choosing an Economy
Other Assessments (brief description)
New Invention T-Shirt
New invention magazine
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
-Weekly calendars provided to the students.
-Objectives stated at each lesson
-Rubrics will be used as an assessment tool
H
How will you hook students at the beginning of the unit?
Students will critically examine today’s working conditions versus the conditions during the
industrial revolution.
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Students will research and present inventions from the time period.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Students will be analyze their work based on pre distributed rubrics
Exit cards will contain reflective questioning to illustrate growth
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment
Students will be given a variety of assessment choices
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Each unit will be approached topically to identify common themes.
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WORLD HISTORY
Economic Systems
Choosing An Economy
Performance Assessment
Teacher Guide
LPO:
CURRICULUM
OUTCOME:
ASSIGNMENT
OUTCOME:
TASK
OVERVIEW:
2.3
TLW analyze and interpret the history of the world with
an emphasis on the United States, and Illinois and apply this
understanding to make decisions in every day life.
TLW understand that societies throughout history have
developed economic systems to meet their needs.
TLW demonstrate knowledge of economic systems including
barter, manoralism, capitalism, socialism, communism, and
Mercantilism and apply it to a historical situation.
1. The students will work in groups to review and research the
different types of economy.
2. The group will present summaries of the important aspects of
each of the different types of economies.
3. The groups will prepare a chart comparing the different types
of economies with examples of each. They will note their country’s
characteristics and decide which economy best fits.
TASK PARAMETERS/
SPECIAL CONDITIONS:
TIME FRAME:
Student groups will identify each of the major types of
economies (listing their advantages and disadvantages) and
examples of each.
3-5 days
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WORLD HISTORY
Economic Systems
Choosing An Economy
PERFORMANCE ASSESSMENT
Student Assignment
ASSIGNMENT
OUTCOME:
TLW demonstrate knowledge of economic systems including
barter, manoralism, capitalism, socialism, communism, and
Mercantilism and apply it to a historical situation.
TASK:
You are the Minister of Finance of the Nation of Suburbia. Your
task is to report to the other members of the cabinet about the
different types of economies used in history, so the cabinet can
choose the best economic system of Suburbia.
TIME FRAME:
1.
Describe your country’s situation, geography, population,
resources, technology, education level and government.
2.
Research the 6 major types of economic systems (barter,
manoralism, capitalism, socialism, communism and
mercantilism).
a.
Description of how each system works.
b.
List advantages and disadvantages of the economic systems.
c.
Give examples for each system.
3.
Choose the system from history that is best for your
country.
4.
Your group will create a visual to illustrate the information
you have discovered about your system and time period.
Be creative in your visual representation and be sure to
cover all important points.
3.
Your group will give an oral presentation explaining why the
system you choose is best for your country.
3-5 days
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WORLD HISTORY
Economic Systems
Choosing An Economy
Name
PERFORMANCE ASSESSMENT RUBRIC
COMPONENTS
Knowledge of Six Economies
OUTSTANDING
All 6 of the economic systems are
defined and explained in detail. More
than one good example is given. The
country’s situation is described and
explained with details and is clearly
understood.
______________
Choice of Economy
20 - 16 Points
The type of economy chosen was
explained in an outstanding manner.
Many details were used to support the
choice.
10 -9 Points
______________
Presentation
The project was presented in an
excellent manner, demonstrating
extensive preparation, with a clear,
understandable delivery. The graphics
and text are very easy to read and
demonstrate creativity.
_______________
TOTAL: ___________/50
20 – 16 points
SUCCESSFUL
All 6 of the economic systems are
defined and explained adequately.
Some inconsistencies may exist.
At least one example is given.
The country’s situation is
described adequately.
15 - 12 Points
The type of economy chosen was
explained adequately. Adequate
details were used to support the
choice.
8 - 6 Points
The project was presented well,
displaying adequate preparation
with a usually clear,
understandable delivery. The
graphics and text representations
are done adequately to portray the
subject. There is evidence of
creativity.
15 - 12 points
NOT YET SUCCESSFUL
All 6 of the economic systems are
not defined and explained
adequately and/or too many
inconsistencies exist and/or
adequate examples were not given
and/or the country’s situation is
not described adequately.
11 - 0 Points
The type of economy chosen was
not adequately explained and/or
support details were lacking.
5 - 0 Points
The project presentation did not
clearly portray the subject and/or it
displays a lack of preparation
and/or the graphics and text are
not adequate and/or it has
insufficient creativity.
11 - 0 points
50 - 45 POINTS - OUTSTANDING
44 - 30 POINTS - SUCCESSFUL
29 - 0 POINTS - NOT YET SUCCESSFUL
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Student Performance Task
Unit: 10
Task: Choosing an Economy
Course: World History
Time Frame: 3-5 Days
Overarching Understanding:
 Students will understand that the need to answer the basic economic questions has resulted in the development of different economic
systems that often times have caused conflict in the world
Enduring Understanding:
 Students will understand that the economic systems developed still shape the world today
Essential Question:

What are the implications of the new economic philosophies of the time?
Vignette:
You are the Minister of Finance of the Nation of Suburbia. Your task is to report to the
other members of the cabinet about the different types of economies used in history, so
the cabinet can choose the best economic system of Suburbia.
1.
Describe your country’s situation, geography, population,
resources, technology, education level and government.
2.
Research the 6 major types of economic systems (barter,
manoralism, capitalism, socialism, communism and
mercantilism).
a.
Description of how each system works.
b.
List advantages and disadvantages of the economic
systems.
c.
Give examples for each system.
3.
Choose the system from history that is best for your
country.
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4.
Your group will create a visual to illustrate the information
you have discovered about your system and time period.
Be creative in your visual representation and be sure to
cover all important points.
5.
Your group will give an oral presentation explaining why the
system you choose is best for your country.
Standard:
You will be graded on the following scale:
See attached rubric