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Directions:: Grade 10 World History Changes of The Industrial Revolution: Looking Before and After

1) Students will analyze primary and secondary sources in small groups to identify social, economic, and political changes influenced by the Industrial Revolution. 2) Each group will fill out a three-column chart discussing prior conditions, changes seen in the sources, and potential future implications. 3) The class will then reconvene to discuss their findings and how the changes may have influenced later historical events. Formal and informal assessments include evaluating student work on the three-column chart and participation in the closing discussion.

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Hunter H
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33 views

Directions:: Grade 10 World History Changes of The Industrial Revolution: Looking Before and After

1) Students will analyze primary and secondary sources in small groups to identify social, economic, and political changes influenced by the Industrial Revolution. 2) Each group will fill out a three-column chart discussing prior conditions, changes seen in the sources, and potential future implications. 3) The class will then reconvene to discuss their findings and how the changes may have influenced later historical events. Formal and informal assessments include evaluating student work on the three-column chart and participation in the closing discussion.

Uploaded by

Hunter H
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Directions:

1) Make a copy of this and fill out the complete lesson plan.
2) If your lesson includes any worksheets, powerpoints, or other artifacts, they must be
included after the lesson plan on this document.
3) Upload this document (as a PDF) to Moodle by 8:30 am Tuesday.
4) Your reflection is due the following Tuesday (one week later).

LESSON PLAN
Name Grade Level & Subject Lesson Title
Hunter Henry-Brown Grade 10 world history Changes of the Industrial
Mr. HB Revolution: looking before and
after
TEKS (1-2) Copy and paste the whole TEKS statements here

c.8.a; explain how the Industrial Revolution led to political,


economic, and social changes.

Objective(s) ​What’s the objective of the lesson? State it with a verb (“The
learner will be able to…”) This needs to have a measurable
outcome.
The learner will be able to identify at least one social, economic, or
political change influenced by the Industrial Revolution that may be
inferred from source text and guiding images.
Materials/Set-Up ​List all of the materials/preparation needed to teach this lesson.

At least one textual and one visual source per group will be
required. These may be primary or secondary, but primary is
preferential.
Grouping of Students Remote or in-person? Whole class/Individual/Students in groups?

In-person or remote with two to three person groups (three person


preferred) for section one. Whole class for return explanation and
check-in.
Opening
Introduce the lesson by asking how many items students use now
that were invented during our own information revolution, and tell
them to connect how much the information revolution has changed
our lives and how the industrial revolution may have done the same
for those living in the 18th and 19th centuries.

Procedure and Teacher ● Include all the steps of the lesson, ​numbered and with
Modeling approximate times
● Please do not write a script (unless that it helpful for you);
instead, think of this as something a substitute teacher could
follow and teach
1. Opening question. Do not let this section go past two
mins. Be quick and focus on sparking though of
changes and influences of revolutionary change in
technology.
2. Split students into groups or breakout rooms,
preferably of three students, but two works as well.
Students should be given this time to analyze the
sources and discuss what changes they think each
source is discussing and what influenced these
changes. Students will use this time as well to work
in groups to fill out a shared google doc or paper
which they will share with the teacher that includes a
three-column diagram. Prior conditions and
influencing factors, changes to source time period,
and future implications. Teachers should observe
each group and move around to answer questions.
This should take approximately eight minutes.
3. Students will meet back in the main room or break
up from groups to discuss their findings and what
they thought was influencing these changes as well
as what these changes may influence in the future.
This should take 2-5 minutes depending on the size
of the class.
Closure The lesson will be closed with class discussion of the
sources provided as a form of informal
assessment/evaluation. Getting students to think about how
these changes will impact the future will help connect to
future lessons.
Evaluation/Assessment
Formal assessment: The three column chart should serve as a
formal evaluation of a student's understanding of how the industrial
revolution brought about political, economic, and social change as
well as how that change may have impacted historical events that
followed.
informal assessment: The closing discussion as well as the
teacher’s walk around should serve as an informal assessment of
student’s understanding.

Differentiation Plans How will I differentiate for students who are:


● ABOVE LEVEL: Above level students will be given larger
sources, or sources will have more difficult
language/technical visuals such as that of a patent for a new
technology that is complex or a speech from an
anti-automation politician.
● BELOW LEVEL: Less lengthy source reading and simpler
imagery. More time for group work and the ability to finish
the formal assessment at home.
● ELLs: Simple textual sources, text sources in their native
language, or purely visual sources.
LINKS TO SOURCES
Group 1
Image Link

Text Source

Group 2
Image link

Text Source

Group 3
Image Link

Video link with transcription in description

Group 4
Image link

Text Source

Expanded sources
Image Link

Interactive Graph

Text Source

Three column chart google doc link

https://docs.google.com/document/d/1NF7UwuN3ILaPJjhF7sIJ0oksOT_tZYMBXVLSDGTH
KEQ/edit?usp=sharing

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