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Lesson Plan: NCSS Theme VIII:
Science, Technology & Society
World History II:
The Industrial Revolution
A lesson for a 90-minute 10th grade world history class.
Standards
NCSS VIII: Social studies programs should include experiences that provide for the study
of relationships among science, technology, and society, so that the learner can:
a. identify and describe both current and historical examples of the interaction and
interdependence of science, technology, and society in a variety of cultural
settings;
b. analyze how science and technology influence the core values, beliefs, and
attitudes of society, and how core values, beliefs, and attitudes of society shape
scientific and technological change.
WHII.8: The student will demonstrate knowledge of the effects of the Industrial
Revolution during the nineteenth century by:
a. citing scientific, technological, and industrial developments and explaining how
they brought about urbanization and social and environmental changes.
Resources
Bower, B., Lobdell, J., Owens, S. (2004). Bring learning alive!: The TCI approach for
middle and high school social studies. Palo Alto, California: Teachers’
Curriculum Institute.
Spielvogel, J.J. (2003). World history: Modern times. New York, New York: Glencoe
McGraw-Hill.
Topic
-The beginning of the Industrial Revolution: Great Britain
-Major inventions of the Industrial Revolution
-Social impacts of the Industrial Revolution
-Spread of the Industrial Revolution
Objectives
-SWBAT describe the beginning and spread of the Industrial Revolution (knowledge).
-SWBAT analyze the impact society and technology had on one another during the
Industrial Revolution and in modern times (analysis).
-SWBAT evaluate the major inventions of the Industrial Revolution for their impact on
nineteenth century society (evaluation).
Materials
-Interactive lecture notes
-Interactive lecture handout
-Homework assignment and rubric
-Group/individual assignment and rubric
-Computer lab access or printouts of relevant online materials
Set Induction
Piquing student interest. When students enter the classroom at the beginning of the
lesson, they see this notice taped to the door and on each student’s individual desk: “the
normal school day begins at all seasons at 6 A.M. precisely and ends, after the usual
break of half an hour for breakfast, an hour for dinner and half an hour for tea, at 7 P.M. .
. . no student may leave his or her place of study otherwise than for reasons connected
with his or her study . . . all conversation with fellow-students is prohibited . . .” After
students have a few minutes to discuss the material, the teacher informs the students that
the notice is the same as that which was posted in 1844 in a factory in Berlin, designating
rules for the workers (with the exception that the word “students” replaced “workers.”)
The teacher leads a whole class discussion in which the students converse about how they
think it would feel to work (or study) in a place with such rules. Why do they think they
would feel that way? What could or would they do if such rules really were in place in
their school?
Lesson Body and Sequence
Time
Set
induction
Identifying
with
historical
events
10 minutes
Interactive
lecture
Teacher
Post notices about the new
restrictions to the school day on
the door, student desks, and other
locations that students would
notice upon entering the room.
Facilitate class discussion about
how the changes to a more
restrictive environment would
make the students feel and what
they would try and do as a result.
Deliver interactive lecture,
eliciting student responses at
Students
Look at the notices posted around the
room and react to the changes from a
less restrictive to a more restrictive
environment. Try and generalize
their feelings to how the factory
workers who really did see the notice
during the Industrial Revolution
might have felt about the changes.
Listen to interactive lecture and
respond at appropriate points. Take
appropriate times.
15 minutes
Group
project
Pass out the group project
assignment sheet. Move around
Technology the room helping groups with any
component- questions and checking on
computer lab student progress.
work
30 minutes
Group
Facilitate group presentations and
presentations ask any questions that should be
addressed by the group members.
15 minutes
Independent Answer any questions students
processing
have while working on their
assignment
individual processing assignment
in their notebooks.
10 minutes
Homework
assignment
Hand out homework assignment
and rubric sheet. Address any
Traditional
questions students have about the
assessment
assignment.
5 minutes
Set closure
Relating
class
material to
students’
lives
Facilitates class discussion of
how students’ lives would be
different if the Industrial
Revolution did not take place,
particularly steering the
conversation towards the ways
that technology and society affect
one another.
notes on accompanying student
lecture handout.
Read over group project assignment
sheet. The groups may go to the
computer lab or use class computers
to find out more information about
their product. Address any questions
about the project to the teacher.
Listen to group presentations and
present their own group work.
Address any questions from the
teacher or their classmates.
Work on individual processing
assignment (included in the group
assignment handout and rubric), ask
teacher any questions that they have.
Read over homework assignment and
rubric sheet. Ask the teacher any
questions that they have.
As a whole class, students discuss the
ways their lives would be different if
the Industrial Revolution had not
taken place. Students make sure to
consider how society and technology
are interdependent upon one another.
5 minutes
Plans for Diversity
There are several ways this lesson plan could be adapted to suit the needs of diverse
learners. In a group with a large variety of reading levels, more time could be given for
the group work and several different text sets could be created, which would provide
students with more assistance in understanding the inventions that were created during
the Industrial Revolution and the ways these technological breakthroughs affected the
society of the time period. Additionally, this group work is based upon heterogeneous
groups, which means that students have a peer group they can look to for assistance with
difficulties in addition to being able to ask the teacher questions that they think of during
their work.
For students with attention deficits, the teacher would check on the individuals and their
groups with greater frequency, and perhaps provide these students with more support that
dictates what tasks they should be working on at what time instead of letting the students
make these decisions for themselves. Additionally, the instructor should be sure to check
on these students during the interactive lecture to be sure they are staying on task,
including eliciting their responses when appropriate to keep them involved.
The use of a group project with an individual component allows for a productive outlet
for any advanced and/or gifted students in the class. Because the group project is fairly
open ended, advanced students could use the opportunity to incorporate extra information
or creativity into their assignment, which would benefit both themselves and their group
members. Additionally, the individual component of the assignment allows for these
students to demonstrate their comprehension independently.
Evaluation and Assessment Plans
The three objectives will be measured throughout the lesson. The first will be measured
based upon the students’ participation in the interactive lecture and their completion of
the accompanying student handouts. The second will be assessed through the group
presentations, individual processing assignment, and the homework position paper. The
third objective will be measured through the group presentation, particularly focusing
upon which invention the groups chose and their justification for it, which is included in
the individual component of the assignment.
Closure
Making content material relevant to students’ lives. This set closure asks students to
think about the material we discussed during the class period. The teacher asks students
to think about and identify which things present in the classroom would not be present
before the Industrial Revolution. Once students have identified some of the technology,
machinery, or other items that would not have been present without the revolution, the
whole class discusses generally what effect this lack would probably have had on the
culture that now exists- how would their lives be different without the specific things
mentioned. The teacher should use this discussion to highlight the ways that society and
technological changes are dependent on one another.
Subject Matter Integration/Extension
This lesson occurs following a unit on the early modern world, which gave students an
extensive background on how the world would have looked before the Industrial
Revolution took place. Some of the lessons included in that unit were renaissance and
reformation, the age of exploration, crisis and absolutism in Europe, the Muslim empires,
the East Asian world, revolution and enlightenment, and the French revolution and
Napoleon. The lesson on the Industrial Revolution is the first in a new unit focused on
the era of European imperialism, 1800-1914. The chapter is concerned with
industrialization and nationalism in the early nineteenth century. A thorough
understanding of this subject matter is essential because a significant portion of the
nineteenth and twentieth century was made possible by the inventions of the Industrial
Revolution, particularly those inventions that changed the ways goods and people
traveled, the steam boat and the steam engine. This chapter sets the stage for later
lessons, which include topics such as national unification, the growth of industrial
prosperity, the emergence of mass society, and colonial rule.
Reflection
This lesson incorporates my philosophy of teaching in many different ways. First, the set
induction is designed to catch the attention of the students, but, more importantly, also to
encourage students to reflect upon how individuals in the past might have felt about
historical events. Too often people of the past can seem so far removed from the present
that it is difficult for students to remember that real people were involved in the situations
they read about in their history books.
Another aspect of this lesson that reflects my educational philosophy is the group work
segment. In this assignment students are asked to work cooperatively to make a value
judgment about the inventions of the Industrial Revolution. I like this project because it
involves both a group component and an individual component, which encourages
students to have individual as well as group responsibility for the products they are
producing. Additionally, one of the grades in the rubric is based upon the ability of the
groups to work together cooperatively, which I believe is a value that teachers of all
subjects should emphasize, since it will serve the students well in the future. Finally, this
group work includes a technology component, which gives students the chance to use
computer websites to enhance their knowledge within the framework of sites the teacher
has already approved.
The homework assignment for this lesson also incorporates my teaching philosophy
because it requires students to take the information they learned during the class period
and extend it, making new conclusions because of their knowledge. The position paper
both asks students to make a personal statement about history, backing this opinion up
with examples that reflect their knowledge, and encourages students to draw parallels
between their lives and the historical period they are studying. Hopefully this type of
assignment helps students to see the ways that history is interrelated with the world they
live in, as the technological revolution of the twentieth century could not have happened
in the Industrial Revolution had not already taken place.