Social Science Education Task Stream Lesson Plan TemplateTeacher: Lidy MixClass: 9th Grade World History CPCourse Unit: Industrial Revolution 1750-1914Lesson Title: Benefits of Industrialism LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, NCSS themes,

problem, Essential Question, and/or community link.

After two short lessons on the pros and cons of industrialization and given a variety of primary source documents about the effects of the Industrial Revolution, students will analyze the documents in order to build an argument whether the Industrial Revolution was a negative or positive event during its time.

Essential Question: How did technological and social changes during the Industrial Revolution both positively and negatively impact people living in newly industrialized areas in Europe and America?

STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies.

W.6 Describe the growth of population, rural to urban migration, and growth of cities. (C, E, G)

W.7 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. (E, G, H)

W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. (C, E, G, H)

W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. (E, H, P)

W.12 Participate effectively in collaborative discussions explaining the vast increases in productivity and wealth, growth of a middle class, and general rise in the standard of living and life span. (C, E)

CCSS.SS.R (9-10) 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.SS.W (9-10) 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

OBJECTIVE Clear, Specific, and Measurable – include language objectives. NOT ACTIVITIESStudent-Friendly

Students will explain the negative and positive aspects of Industrialism in Europe in the eighteenth century and synthesize information from a variety of sources in order to participate in a debate over whether the Industrial Revolution was a positive or negative event during its time.

Students show evidence of proficiency through a variety of assessments.

ASSESSMENT/EVALUATION Aligned with the Lesson ObjectiveFormative/SummativePerformance-Based/RubricFormal/Informal

Students’ performance during the debate will be graded using a rubric. Their grade will be based on how well students were able to interpret the text to find evidence to support their claims. They will also be graded on their ability to cite examples from the text to support their claims,

MATERIALS Aligned with the Lesson ObjectiveRigorous & Relevant

Teacher made PowerPoint presentation Teacher made graphic organizer for students to use as a note sheet (Appendix A)Teacher compiled sources for students create their argument for the debate (Appendix B)Debate sheets for students to write their claims, and evidence from the text. (Appendix C)Debate Rubric (Appendix D)Large paper for students to write their claims on and present them during the debateMarkers

ACTIVATING STRATEGY Motivator/HookAn Essential Question encourages students to put forth more effort when faced with a complex, open-ended, challenging, meaningful and authentic questions.

The bellringer activity will serve as an activating strategy by requiring students to answer a question using knowledge from the previous day’s lesson about the negative effects of industrialism. The bellringer also includes the objective for the day, which will get students to make predictions about the day’s lesson.

INSTRUCTION Step-by-Step Procedures-SequenceDiscover/Explain – Direct InstructionModeling Expectations – “I Do” Questioning/Encourages Higher Order Thinking Grouping StrategiesDifferentiated Instructional Strategies to Provide Intervention & Extension

1. Bellringer activity, recalling prior knowledge from yesterday’s lesson. Discuss student answers (5-7 minutes)2. Brief discussion of the negative effects we discussed the day before (3-5 minutes)3. PowerPoint about positive effects of the revolution, while students fill in a graphic organizer note sheet (13-15

minutes)4. Place students in two groups, which will be determined heterogeneously. Lower students will be placed with

higher-level students to create a mutually beneficial cooperative learning group. Assign each group a position in the debate.

5. “I do” “We Do”: Using notes from the previous two lessons on the pros and cons of industrialism, discuss possible claims for each side of the debate (5-7 minutes to explain assignment and complete “I do, We do” activity)

6. Distribute sources for debate7. Distribute handouts for students to record their claims and supporting evidence8. “You Do” Activity: Give students time to work on their arguments (25-30 minutes before lunch)9. Lunch break from 1:10-1:4010. After lunch, give students a few minutes to finish up their arguments and presentation plans (3-5 minutes)11. Students present in debate format (Team 1 makes claim, group 2 counters the claim and makes a claim of their

own, group one counters their claim, etc.) (12-15 minutes)12. Teacher determines the winner of the debate based on the most efficient use of supporting evidence of the text. 13. Summarize the positive and negative effects of the revolution discussed during the debate. Reiterate main points

and tie it back to the objective. (3-5 minutes)Based on 80 minute class period, with a 30 minute lunch break in between

GUIDED & INDEPENDENT PRACTICE “We Do”-“You Do”

Encourage Higher Order Thinking & Problem SolvingRelevanceDifferentiated Strategies for Practice to Provide Intervention & Extension

“We Do”: Based on knowledge of our two previous lessons about the negatives and positives of industrialization, we will discuss potential claims for each side of the debate and write them on the board.

“You Do”: Students will work within their groups to use various primary sources in order to form an argument about the Industrial Revolution. Each team will be assigned the position they will be arguing; either that the revolution was a positive event or a negative event.

Differentiation Strategies: The sources given to the students include a variety of formats. There are longer primary source documents to challenge higher-level students. Also, the sources include a number of photographs and shorter texts, which lower level students may interpret more easily. Students will also be in heterogeneous cooperative learning groups based on ability level.

CLOSURE Reflection/Wrap-UpSummarizing, Reminding, Reflecting, Restating, Connecting

At the end of class, each team will present their claims for their side of the debate and their supporting evidence from their sources. After the debate winner is chosen, we will discuss the main arguments of each side as a class. In this conversation, the goal is for the students to realize that the initial effects of the industrial revolution were rather negative, but it took many reforms and action from the workers in order to improve these conditions. They will arrive at the conclusion that the Industrial Revolution was ultimately a positive event in the course of history.

CROSS-CURRICULAR CONNECTIONS

This debate style activity has many connections to public speaking skills we want our students to develop. These skills are often taught in journalism or marketing classes at the high school level, but these are also skills all students will have to demonstrate at the collegiate level.

The analysis of multiple documents to come up with a cohesive argument also has many connections to English Language Arts classes. The ability to synthesis information from multiple documents to create new ideas is also an important life skill in the business world.

NOTES:

There are 17 students in the class, one of which has an IEP. He does not read or write on grade level, so in order to accommodate for this students’ IEP, I provide him with a completed note sheet before class. This allows him to focus on listening to the material, rather than struggling to take notes at the pace of the rest of the class. He will also be placed in a cooperative learning group in which he will receive support form higher-level learners.

Appendix A: Note Sheet

Appendix B: Debate Sources

Appendix C: Debate Worksheets

Appendix D: Debate Rubric

RETEACHING: After teaching the lesson, identify specific plans for reteaching based on assessment and evaluation results. What specific content did the students not master? Include an explanation of why some students may not have met the learning goals. What specific method will you use to reteach the material?

One thing I would like to reteach after this lesson is the analysis of primary source documents. I would have liked to take more time considering the author, purpose, and context of the sources. This could show students how to think more like a social scientist as they read through a text. I think the students did not understand the true significance of the different sources they were using as evidence for their arguments in the debate.

REFLECTIONS: After teaching the lesson, describes the strengths and weaknesses of the lesson in achieving desired outcomes. Include a description of the pedagogical foundation that formed the basis for planning decisions.

Strengths: The students were very enthusiastic about the debate activity and they were actively engaged. They understood the assignment well and what was expected of them.

Weaknesses: The debate alone was not a sufficient assessment tool for this lesson. I could have included some formative assessments using questioning. I also needed to include an individual assessment for each student. This could have been a “ticket out the door” in which students wrote a brief statement about their personal views of the industrial revolution after participating in the debate. I also could have enhanced the use of visuals during the lecture.