Lesson 3- the Industrial Revolution and Emphasis on the Steamboats:
Illinois Standards for the Lesson
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16.C.2c (US) Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.
16.C.2c (W) Describe basic economic changes that led to and resulted from the manorial agricultural system, the industrial revolution, the rise of the capitalism and the information/communication revolution.
16.E.2b (W) Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history.
17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).
Objectives
Before beginning this lesson, students will show what they already know abouttheIndustrial Revolution and Steamboats,by giving at least 3 complete sentences of prior knowledge in a quick write and writing at least 3 questions they would like to find answers to. (Formative Assessment)
During the lesson, students will investigate, evaluate, and selectinformation presented within the websites that arelinked to this lesson and through small group and class discussion by actively participating in each activity and including information in their outlines. (Diagnostic Assessment)
Given websites to search, focus topics, and discussion groups, students will create an outline of theselected topics about the Industrial Revolution, by including at least two thoughts for each topic in a proper outline format.
Given websites to search, focus topics, and discussion groups, students will create an outline of theselected topics about Steamboats, by including at least two thoughts for each topic in a proper outline format.
Given websites to search, focus topics, and discussion groups, students will create an outline of theselected topics about the Parts of a Steamboat, by including at least two thoughts for each topic in a proper outline format.
Materials and Resources
Chapter on the Industrial Revolution from the student U.S. History Textbook
The WebQuest titled – Discovering Mark Twain’s World-created for this unit at
Overhead transparency copy of the Steamboat parts – one of the side view of the boat from one of the Wheelhouse from - This is for students to reference when telling about their part.
List of steamboat parts assigned to students to be posted in the room– separate list cut up to give each student a slip of paper with their name and a part at the beginning of the Exploration phase of this lesson- so the students will not be scrambling to check a posted list. A copy of the list is located after the preparation portion of the Teacher Process Page within the WebQuest. Post the other list after the slips have been passed out in case a student misplaces theirs and for you to reference. Students may be assigned more than one part if the parts are related, just to make sure all parts are covered. Suggestion- the Speaking Tube and the Listening Tube - two of the bells - The Pilot Wheel and The Kingpin. A higher level student could cover all of the Bells in the Wheel House to challenge him or her.
Each student needs a pencil and notebook paper
Engagement: (beginning day 7)
Have students do a Quick Write of at least three things they know about the Industrial Revolution and Steamboats, and write three questions they would like to find answers to. Collect these. (Formative Assessment)
Introduce the Industrial Revolution and Steamboat lesson by having the students log on to the WebQuest and open the Process page – check that all students are on the same page. Have them scroll down to the photos of the Steamboats. Ask them what they see there. Take 2-3 responses. Read Aloud the directions and topics for this lesson and check for understanding by asking open ended questions. Answer any questions. Pass out a slip of paper with the name of a part of a Steamboat to each student for them to research. Show students how to click on a part and get it’s description. Tell students that they do not have to include their steamboat part in their Outline. They just need to take the required notes on it to share with the class. Then remind students to write down the requirements and topics before they click on the pale yellow links after each section. Remind them to just take notes as they explore the sites and use their textbook and when they have made notes on every topic through each of the websites and their text, then they can start on their outline. Also tell students that because this lesson contains more topics to cover, they will get an additional day to make notes and create their Outlines and it will be worth twice the points.
Exploration: (beginning middle of the period on day 7 and continuing through day 9)
Students will visit the websites and use their textbookto make notes on the topics required in the WebQuest.Pass out assigned Steamboat parts.Then post the master list.
Explanation: (Finish as homework on day 9 if needed)
Students will connect their ideas to create an outline of the selected topics contained in their notes as outlined in the WebQuest.
Elaboration: (all of day 10)
Students will meet in the same assigned group as for the other Lessons to discuss their findings and combine their outlines into a Group Outline.
Evaluation:
Teacher will check for understanding all throughout the lesson by asking open ended questions.The teacher will circulate the room making sure students are staying on task and assisting students as needed.
Assessment
The student's Quick Write and questions will be a formative assessment to see what the student's prior knowledge is and to see if any misconceptions needto be addressed. It will be assessed formally using the rubric in the evaluation section. The IndividualOutline serves as a diagnosticassessment of student's learning and will be assessed formally using the rubric in the evaluation section.
Closure: ( day 11)
Students present their part of the Steamboat to the class. (Jigsaw Technique) Get student's thoughts on the WebQuest so far in class discussion. Preview the next lesson on the MarkTwainCave by creating a concept map.
Differentiated Instruction
Student IEP’s will be consulted prior to the lesson for any modifications necessary
The Task in the WebQuest will engage every student and be a meaningful reason to learn the information.
ELL students will receive copies of the information contained on the websites and the WebQuest in their first language to use in connection with the English versions. This will help with comprehension and clear up most misunderstandings. The group work could be done with the assistance of a translator if necessary. Teacher could also meet with the student or students prior to the group sharing to have them read aloud the information they plan on sharing and the students could take their Outline home to practice the night before the meeting.
Students can use multiple sources to find the information for each topic- the internet will probably be the most engaging.
The required topics are general in nature so students of every ability level will find what is meaningful to them. The information gathered will be as individual as the students.
Students will meet in groups to combine their outlines so students will learn from each other and students can modify their outline if misconceptions are found before turning it in.
Low level learners will be worked with one on one with the teacher to formulate their outlines- the teacher may schedule times during the class periods to meet with those students
Every student will be challenged by creating their Outline – the concept is simple but finding the information or making the connections will be the challenge- students will also be challenged to select the best information to include from their notes.
Groups will be heterogeneously based on ability with higher level, average level, and lower level learners
Struggling readers will be partnered with a fluent reader during the exploration.
Students finishing early will be given the opportunity for further exploration using self study of the links on the Student Conclusion Page of the WebQuest for a point of extra credit. They can also look for Mark Twain Quotes online to interpret for the interactive bulletin board for a point of extra credit.
Students with vision and hearing difficulties will be placed up front of the class to hear and see better and students with hearing difficulties will be placed in a group of students that speaks clearly for group sharing.