Teacher: Greg MacPhee Course: World History II Unit: Industrial Revolution
Week of: 10/22 Periods: 1 Level: C
How was the world changed by the Industrial Revolution? How was Worcester affected?
Common Core Writing Standards: Social Studies Department
X / 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Example: essays, debating bullet points)
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Examples: DBQ’s, ACAPS, responding to charts and graphs)
X / 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Example: research paper)
X / 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Example: analyzing primary source documents)
X / 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Example: bellringers)
Other Standards (if applicable) ex: ELBPO, reading, cross-disciplinary
WHII.5 and WHII.6
FRAMEWORK:
What do you require your student to know? / OBJECTIVE:
Use an action verb that can be measured: S.W.B.A.T.
Example: Analyze the roles and policies of various Civil War leaders. (US1.39) / Example: Identify leadership qualities of Ulysses S. Grant in a written open response essay.
Students will make a closer examination of the beginnings of the Industrial Revolution in England. Emphasis will be placed on creative capital. This week’s lessons will mainly focus on the entrepreneurs and capitalists who started the Industrial Revolution, with next week’s focus being on the living conditions faced by the working class and how they responded. Students will be tasked to work in groups for most of the week, first in defining and analyzing important vocab terms to understand the Industrial Revolution, and finally by taking roles of entrepreneurs in creating factories. They will eventually compare the decisions they made as factory owners with those in an online simulation (next week) / · Explain how the IR first began
· Understand the mindset of entrepreneurs and capitalists from the Industrial Revolution
· Examine the conditions faced by workers
Weekly Open Response Question: / Rubric
What was necessary for the Industrial Revolution to begin?
Prior Knowledge: / Future Learning:
· Worcester’s place in the IR
· The start of the IR
· Population growth during the IR
· New wealth created by the IR / · The conditions faced by workers
· Workers response to conditions and new ideologies such as socialism and trade unionism
· The freedom women experienced working in the factories
· Liberal reforms
· Movement of capital to areas of low regulation
· Laissez-faire
DAY / PLAN / ELL/Sped Accommodations
M / Activities: -Teacher reminds students about passing in homework and about extra credit work that will be available before the end of the quarter
-Quick debrief from the assembly line activity on Friday to gage student understanding
-Historical word of the week: “bias”
-Teacher gives a PowerPoint presentation on the beginnings of the Industrial Revolution
-Any remaining time will be put towards the urbanization simulation
Assessment: Students will hand in their notes that they have taken on the PowerPoint, teacher will assess them, focusing on thoroughness and organization. / ·
T / Bellringer:
Activities:
NO PERIOD 1
Assessments/HW:
W / Activities:-Students will work on their urbanization drawings until lunch.
-After lunch, students will be given a graphic organizer and lyrics to five songs which we will listen to in class.
-Students will listen to each song twice and fill in their graphic organizers. Students may work in pairs but may not move around the room.
Assessments/HW: (Only to be assigned if all songs are listened to in class) Pretend that the five songs that we listened to are all part of 1 “album,” give the album a name and design an “album cover” which captures the theme of these songs. Students must also write a paragraph explaining and justifying their album design, using examples from the songs. Separately, they must also write a paragraph detailing the “bias” they find in these songs. This is due Friday (or Monday if assignment isn’t given out until Thursday) / · Examples of album covers will be projected on the board and also posted online at the class blog
Th / Activities:- (If the class did not finish listening to all of the songs then we will finish listening to the songs and the homework described in Wednesday will be assigned)
-Teacher will play twice a brief clip portraying conditions in a 19th Century textile factory
-On the second viewing, students will be asked to do a “sensory write” as if they were in the factory
-Students will share out what they wrote
-Handouts from Mr. Weeks’s book, on one side describing the testimony of coal mine workers to Parliament and on the other the testimony of a capitalist entrepreneur
-Readings will be read out loud to the class to clarify any misunderstandings with the language
-Students will then work on answering the questions on the bottom of each side, those that aren’t finished are for homework
Assessments/HW: Finish the worksheets handed out in class. Finish the “album cover” activity / ·
F / Activities: -Students will finish their urbanization activity
-Students will then watch (technology permitting) a brief clip of the London Olympics Opening Ceremony which portrays the Industrial Revolution
-Students will then be asked to write a paragraph answering the question “Is this progress? Did you village/city change for the better or the worse?” and to fill in compare and contrast sheet on the effects of the Industrial Revolution on their village/city and how it is portrayed in the Olympics.
Assessments/HW: Complete individual tasks for homework this weekend for so as much time as possible can be devoted to group presentations on Monday. / ·
Pros / Reflections/modifications / Cons
A 7
B 4
C 3
D 2
F 10