Goals & Objectives
Students will learn about the impact that the Industrialization had on daily life. Students will describe the social and economic effects, examine growing tensions between the middle and working classes, and identify positive effects of the Industrial Revolution. Students will analyze the industrial city of Manchester.
California State Content and Common Core Standards
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Vocabulary
The teacher will provide students with a list of key terms that will be written on the board. Students will make individual flashcards for each key term. Students will be instructed to write the key term on the front and the definition with an example on the back. The key terms are: urbanization, epidemics, middle class, vulgar, working class, mill, and erected. Students will then create a pocket book to house their flashcards in. The pocketbook will consist of two pockets: Practice! (need to know) and Got it! (know). The pocketbook will allow students to be creative when creating it and will help to keep all flashcards neat and organized. This key term pocketbook will be completed during the pre-read of the lesson as each key term is addressed.
Lesson Introduction
The teacher will chose two students to read out loud a testimonial primary source located in the back of each students textbook. The teacher will choose one girl to play the child laborer and one boy to play the questioner. The two students will read out-loud the following passage to the class:
Students will be listening to their fellow students as they read out loud the source. Once the passage has been read students will be asked to share their thoughts and opinions regarding the passage with the class. This introductory activity will allow students to make a connection to the child laborer while accessing prior knowledge.
Content Delivery (Reading)
The teacher will group the class into 4 groups. The teacher will instruct students to open their textbooks and turn to page 289. The teacher will pre-read the chapter with the students by introducing the headings and sub-headings as well as analyzing the pictures and graphs throughout the chapter. The teacher will also note the key terms and have students complete their flashcards as each heading is addressed. The teacher will engage the students by asking them to ask questions relating to each heading/sub-heading. Each group will then be assigned a heading and will be instructed to read independently to themselves while making sure to pay extra attention to key terms.
Student Engagement
Once the students have opened their texts books the teacher will pass out materials to have each student create a four-tab book. As the teacher reads through each heading the students will label each tab with a heading. Students will then write their questions pertaining to each heading/sub heading on the inside of each tab. Students will then read individually in their groups their assigned heading. Once all students have completed the reading the group will discuss their section and will write down in their heading’s tab the important facts pertaining to their heading.
Lesson Closure
Once all groups have completed their tabs “important facts” section, each group will share their facts as the other groups fill in that tabs information. Students will then work independently to best answer their questions that they wrote down on their first tab. At the end of the activity all groups will have a complete four-tab book.
Assessment (Formative & Summative)
Formative-The teacher will check to see if students are grasping the objective of the lesson by observing their vocabulary pocketbooks for understanding. While students are working in their groups the teacher will be walking around the room checking for understanding of each heading by group members. Finally the teacher will check for understanding by observing students important facts recorded in their 4-tab book.
Summative-The teacher will score and assess each students completed vocabulary pocketbook and their 4-tab book for quality and understanding of the concepts covered.
Summative-The teacher will score and assess each students completed vocabulary pocketbook and their 4-tab book for quality and understanding of the concepts covered.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, striving readers and students with special needs will be provided additional vocabulary support from the teacher including a list of additional vocabulary words with definitions for them to review. Students will also be placed into groups strategically so that higher performing students may assist struggling students. These students will also be provided with the teachers example to refer to as they work on their pocket book and tab book.
Lesson Resources
Modern World History: Pattern of Interaction Textbook. McDougal Littell (Teachers Edition)
Dinah Zike’s Foldable Guide:
https://moodle-2013-2014.fullerton.edu/mod/resource/view.php?id=269831
Dinah Zike’s Foldable Guide:
https://moodle-2013-2014.fullerton.edu/mod/resource/view.php?id=269831