Learning Experience Plan

Subject: Global Studies Grade level: 10th Grade

Unit: 3 Length of LEP (days/periods/minutes): 5 days 5 periods/40 min

Topic: Causes and Effects of the Industrial Revolution: Innovations in agriculture, production, and
transportation led to the Industrial Revolution, which oriented in western europe and spread over time to
Japan and other regions. This led to major population shifts and transformed economic and social
systems.

Content Standards: (include only standards addressed in this LEP)

● Students will examine the agricultural revolution in Great Britain.

● Students will analyze the factors and conditions needed to industrialize and to expand
industrial production, as well as shifts in its economic practice.
● Students will examine the economic theory presented in The Wealth of Nations.
● Students will examine changes and innovations in energy, technology, communication, and
transportation that enabled industrialization.
● Students will investigate the social, political, and economic impacts of industrialization in
Victorian England and Meiji Japan and compare and contrast them.
● Students will investigate suffrage, education, and labor reforms, as well as ideologies such as
Marxisim, that were intended to transform society.
● Students will examine the Irish Potato Famine within the context of the British agricultural
revolution and Industrial revolution.

Literacy Standards: (include only standards addressed in this LEP)

- Development, Movement, and Interaction of Cultures

- Time, Continuity, and Change
- Geography, Humans, and the Environment

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Day one: Students will be able to explain the Day one: Students will participate in small group
changes made to agricultural production, along activities as well as whole class discussion.
with how it impacted society in England. Day two: Students will complete the timeline activity
Day two: Students will be able to discuss the in their packet. Along with participating in the
factors and conditions necessary for creation of the whole class timeline.
industrialization. Along with prominent new Day three: Students will choose one of the three
innovations invented at the time. prompts to respond to in 5-10 sentences.
Day three: Students will be able to explain how Day four: Students will complete the venn diagram
the economy of England shifted and new comparing and contrasting England and Japan.
economic theories such as the one presented in Day five: Students will complete a reflection on a
The Wealth of Nations / Marxism. major change to come about after the industrial
revolution.

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Day four: Students will be able to compare and
contrast the effects of industrialization on
Victorian England and Meiji Japan.
Day five: Students will be able to explain how
industrialization impacted suffrage, education,
labor reforms.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Day one: Students having Day one: Students are Day one: Students are asking
trouble with participating in participating in both the small questions to engage with other
discussion can be placed in the group and whole class students in discussion.
role of note taker for their discussion. Day two: Students will be able to
groups. Day two: Students will complete help their classmates in filling in
Day two: Students having both their notes and timeline notes and/or the timeline.
trouble filling out their packet or within the weekly packet. Day three: Students will be able to
timeline can come back during a Day three: Students will answer give a deep analysis of one of the
free period to work more closely the prompt in 5-10 sentences. three prompts on economy.
with the teacher. Day four: Students can complete Day four: Students will be able to
Day three: If students are having the venn diagram comparing explain all the points on their venn
trouble writing, they can use and contrasting England and diagram and possibly provide
another media such as recording Japan. outside examples.
to answer there chosen prompt. Day five: Students will complete Day five: Students will provide in
Day four: If students are having their reflection. depth reflection, possibly drawing
trouble completing the venn from outside sources.
diagram, they can choose to
create a T chart of what
information they do have on
England and Japan.
Day five: If students are having
trouble with writing their
reflection they can send in an
alternate for such as recording.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson can possibly be related to ELA classes for the writing assignments as well as social concepts and
changes discussed. However, it mainly relates to Social Studies.
Materials Procedures/Strategies

Weekly Day 1
Packet
Sponge Activity
Powerpoint
(When students enter the classroom they will be given the weekly packet) (Students with
Google accommodations will be allowed to access the weekly packet through the Google classroom)
classroom
Do now: What comes to mind when hearing the term Industrial Revolution? What
are some other revolutions you have talked about? (Either in this class or others)

(Slide 2)

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 Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

-What comes to mind when hearing the term Industrial Revolution?

-What are some other revolutions we have talked about?

-In what ways do we think the Agricultural Revolution could impact

industrialization?

(Slide three)

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

Students will be asked to share information on Enlightenment, Reform movements, Rebellion

and nationalism (all covered in the previous unit) in order to refresh their memories of what
has happened in the world leading up to this point.

(Slide 4)

Direct Instruction (input, modeling, check for understanding)

(The powerpoint will be presented on the board and as the following slides are presented
students will be expected to follow along completing the interactive notes in their packet. To
ensure students are following along the teacher will move around the classroom while
presenting the information.)

Slide five- Agriculture Pre-Revolution

Slide six- New Agricultural Practices

Slide seven- Increased Production

Guided Practice (how students will demonstrate their grasp of new learning)

Students will be broken into three groups (decided by the teacher) Each group will be
assigned to answer one of the following questions.

- In what ways do we think the Agricultural Revolution could impact industrialization?

- What are some connections you can make from previous classes to the information
we discussed today?
- What are some inferences you can make on what is to come based on the topics
discussed today?

These questions will also be posted on the board (slide eight) While the teacher walks
around listening and asking questions on what students are discussing.

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 Independent Practice (what students will do to reinforce learning of the lesson)

Each student will make summary notes of what is talked about in their small groups as well
as notes on whole groups discussion.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

After students discussed in small groups each group must share their questions and what
they discussed.

Day 2 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Students will turn and talk to each other answering the following question with the students
they are sitting with.

Turn & Talk: How do you think the advances in agriculture impacted the production of other
goods?

(Slide 10)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

- What are factors of production? (What are some things that you think impact how
things are made?)
- How do you think the technological advances in agriculture will impact production of
other goods?

(Slide 11)

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

Before getting into the days discussion the teacher will refresh students memories by going
over:

● Looking back: Agricultural Revolution

(Slide 12)

Direct Instruction (input, modeling, check for understanding)

(The powerpoint will be presented on the board and as the following slides are presented
students will be expected to follow along completing the interactive notes in their packet. To

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 ensure students are following along the teacher will move around the classroom while
presenting the information.)

● Factors of Production (Slide 13)

● A larger workforce (Slide 14)
● New Factors of Production (Slide 15)
● Inventions (Slides 16-20)

Guided Practice (how students will demonstrate their grasp of new learning)

Students will fill out the timeline in their packets with the other members of their table
groups.

(Located in their weekly packets)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will assist the teacher in filling out the whole class timeline on the board.

(ActiveInspire activity)

Day 3 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Do Now:

● Who was Adam Smith?

● What does the term Wealth of Nations mean?

(These questions are in the weekly packet as well as slide 23)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

What are some economies systems we have discussed?

(Slides 24)

Direct Instruction (input, modeling, check for understanding)

(The powerpoint will be presented on the board and as the following slides are presented
students will be expected to follow along completing the interactive notes in their packet. To

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 ensure students are following along the teacher will move around the classroom while
presenting the information.)

● Who was Adam Smith? (Slide 25)

● The wealth of Nations (Slide 26)
● Key Concepts (Slide 27)

Guided Practice (how students will demonstrate their grasp of new learning)

(The teacher will give a handout of the excerpt)

Students will along with the teacher read the beginning of the excerpt about The Wealth of
Nations.

Independent Practice (what students will do to reinforce learning of the lesson)

In small groups students will be assigned different parts of the excerpt to read in small
groups. In these groups they will also be asked to reflect upon what they read.

(The teacher will walk around the class incase students have questions and listen in on
conversation.)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Groups will be asked to reflect on what they discussed to the rest of the class bringing the
full excerpt and concepts together.

Students will also be given their homework assignment. (located on the google classroom)

(The teacher will be taking notes on the board of their major reactions.)

Day 4 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)

Students will turn and talk to each other answering the following question with the students
they are sitting with.

Turn and Talk:

How do you think Adam Smith's Wealth of Nations fits in enlightenment thinking?

How does it play a part in Industrialization?

(Slide 32)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

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 How do you think Industrialization impacted other places other than England?

(Slide 33)

Direct Instruction (input, modeling, check for understanding)

(The powerpoint will be presented on the board and as the following slides are presented
students will be expected to follow along completing the interactive notes in their packet. To
ensure students are following along the teacher will move around the classroom while
presenting the information.)

● Outcomes of Industrialization (Slide 34)

● Causes Of industrialization (Slide 35)
● Industrialization in England (Slide 36-38)
● Impacts in Japan (Slide 39- 40)

Independent Practice (what students will do to reinforce learning of the lesson)

In small groups students will use the notes taken from the powerpoint to create Venn
Diagrams comparing and contrasting industrialization in Victorian England and Meiji Japan.

(Venn Diagram template found within weekly packets, additional materials such as markers
and poster board available if needed.)

Guided Practice (how students will demonstrate their grasp of new learning)

Then in a whole group discussion the smaller groups will help complete a larger whole class
diagram. Each group sharing one point at a time (taking turns). They must explain their
reason for placing each point in each space.

(ActivInspire activity)

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

The teacher will facilitate a discussion on why these differences are significant and what
students' reactions are to some of the information they learned.

Day 5 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Do Now: What are some effects Inudstrialization could have on other parts of society we
haven’t talked about? (Slide 43)

Direct Instruction (input, modeling, check for understanding)

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 (The powerpoint will be presented on the board and as the following slides are presented
students will be expected to follow along completing the interactive notes in their packet. To
ensure students are following along the teacher will move around the classroom while
presenting the information.)

● Products of the Industrialization era (Slide 44-46)

● What’s Next

Guided Practice (how students will demonstrate their grasp of new learning)

Students will be in small groups reviewing their weekly packets ensuring each student has
completed the activities.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)

Students will be introduced to the writing assignment. Which will be their homework.

References: (e.g. Book, course packet, pg #, complete web address URL)

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