Dan Savage - Social 10 Unit Plan - Industrial Revolution

Social Studies 10 Unit Plan: The Industrial Revolution

Dan Savage September 2009

Table of Contents: Unit Overview ................ .................................. .................................... ................................... .............................. ............. 2 Assessment Outline ................. ................................... .................................... ................................... .................... ... 3 - 4 Industrial Revolution Revolu tion Concept Map ........................................... .................................................. ....... 5 Columnar Topic Plans ................................................... .................................................................... ................... .. 6 - 15 Concept Map Assignment ................................................ ................................................................ ................ 16 - 18 List of o f Portfolio Por tfolio Assignments ................................................. ............................................................ ........... 19 List of Final Fina l Project Options Op tions ......................................... ........................................................... .................... .. 20 - 23

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Social Studies 10: Industrial Revolution Unit Overview

This unit will introduce students to the massive changes that occurred in all facets of life because of the Industrial Revolution. This great change in the way goods were produced had far reaching consequences, and is still effecting us today. Students will explore the inventions and innovations that drove this revolution in economic organization, and the positive and negative results in the social and political realm because of the changes.

The plan includes some lecture and discussion, but also chances for students to think and produce in order to expand and demonstrate their understanding. Students will be employing research and presentation skills at the start and end of the unit. They will also complete a number of smaller portfolio assignments along the way.

The activities in this unit will give students a good grasp on the basics of the industrial revolution and will allow them to put themselves in the place of the people who lived through this momentous change in the way our societies are arranged.

In addition to the specific objectives listed under individual topics, the lessons in this unit will generally help students to do the following: - Learn to describe cause and effect relationships - Practice using criteria as a basis for making evaluations - Learn to state how the parts of a historical situation are related to each other and to the whole. - Practice communication skills through debate and discussion

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Assessment Outline

Portfolio Assignments

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45%

Invention Group Presentations

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10%

Notes Check

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10%

Unit Final Projects

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20%

Exam

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15%

Note: Students will be familiar with the types of assessment and marking schemes described here because they are very similar to those employed in the previous unit.

Portfolio Assignments: Assignments: These will consist of many small assignments that will be completed and handed in to be marked. Some will simply need to be completed, and others will be marked out of a certain number of points. Most of the portfolio assignments will be assessed formatively, formatively, and students will be given a chance to improve their assignment for higher marks. This is a great way to encourage students to look back at assignments, and to pay attention to comments and suggestions for improvement. It will help them to become more self aware (knowing what they know and what they may need to improve on), and more able to edit their own work. There will also be formative quizzes included in the portfolios. These will also help students to understand what they know and don t know, and also let students know what ʼ

information the teacher considers to be important (helpful for studying for exams).

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Inventions Group Presentations: Students will be working in groups to research and present information on important inventions of the industrial revolution. This will occur first thing in the unit, and the information provided by groups will be referred back to as we work through the unit. Presentations will be evaluated based on the students

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abilities to work in groups, their presentations, and any products they create to help them inform their peers (e.g. pictures, diagrams, handouts, powerpoint presentations).

Notes Check: Students will be working on larger projects during the unit. This will give the teacher the chance to look over students notes, and ensure that they are decently ʼ

complete and organized. Students will receive a mark out of 5 each for Completeness and Organization, for a total of 10 marks for their notes.

Unit Final Projects: Students will be completing projects based on the information covered in this unit. They will be given choice from a number of possible projects. Each student will complete more than one final project. This will help encourage students to do something that may be out of their comfort zone. The projects will be exhibited to peers and potentially other students and parents. We also have the option to set up an online exhibition, but this will depend on the regulations for publishing students work ʼ

and on the feelings of the students themselves.

Unit Exam: Students will also complete an exam on the information and concepts from the unit. This will also allow for evaluation of value and skill objectives, not just information.

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Social Studies Unit 2:

Dan Savage

September 09 ʼ

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Social Studies 10 Unit Plan: The Industrial Revolution (IR)

Topic / Estimated Time Topic 1: Important Inventions of the Industrial Revolution

Objectives / Methods (K: Knowledge, S: Skills, V: Values)

Activity

Materials

K: -Know that standard of living is a measure of the consumption of goods and services that individuals and groups privately and/or collectively can achieve.

1. Students will be given a list of important concepts from the unit, and asked to form concept maps using them. They will hand these in as portfolio assignments. They will do the same thing with the concepts at the END of the unit, and they will be asked to compare the two maps that they make. This will not only give them a review of what we learned, but they will be able to see how their conceptions have changed over the unit. The initial maps will also be very valuable to the teacher as diagnostic assessment. 2. Teacher will present present a quick introduction to the Industrial Revolution, including the concept of standard of living and other important concepts. 3. Students will work in groups to research, compose, and present information on an important invention or innovation of the industrial revolution in Britain. Students will be guided by

-List of important concepts for the unit.

-Initial concept maps as diagnostic assessment.

-Introductory material on the IR.

-students group work skills will be evaluated using a checklist and anecdotal records

5 Hours -Know what the important inventions of the industrial revolution were, what they did, and why they were important. S: -Practice collecting and presenting information. -Be able to describe cause and effect relationships. -Practice making concept maps which show the relationships between concepts.

-Initial presentation rubric -Inventions Assignment instructions. -Access to the library and computer lab.

Assessment

-Student s progress on the group task will be monitored using exit slips, and will be self- and peer-assessed by the students at two points in the process e.g. “How well do you feel you have been working during library/computer library/computer lab time?” ʼ

-Students presentations / teaching of their inventions to their peers will be evaluated using a rubric that we will co-construct. ʼ

-World History textbooks. -Exit slips - Peer / self evaluations for group work


Topic / Estimated Time Topic 1: Important Inventions of the Industrial Revolution


Activity

Materials

K: -Know that standard of living is a measure of the consumption of goods and services that individuals and groups privately and/or collectively can achieve.

1. Students will be given a list of important concepts from the unit, and asked to form concept maps using them. They will hand these in as portfolio assignments. They will do the same thing with the concepts at the END of the unit, and they will be asked to compare the two maps that they make. This will not only give them a review of what we learned, but they will be able to see how their conceptions have changed over the unit. The initial maps will also be very valuable to the teacher as diagnostic assessment. 2. Teacher will present present a quick introduction to the Industrial Revolution, including the concept of standard of living and other important concepts. 3. Students will work in groups to research, compose, and present information on an important invention or innovation of the industrial revolution in Britain. Students will be guided by questions that they need to answer. Students will present their information as a group to the rest of the class. We will co-construct a rubric to evaluate the presentations before the research work begins. 4. Each group of students students will become become an expert on their invention, and will teach their peers about their area of expertise.

-List of important concepts for the unit.

-Initial concept maps as diagnostic assessment.

-Introductory material on the IR.

-students group work skills will be evaluated using a checklist and anecdotal records

5 Hours -Know what the important inventions of the industrial revolution were, what they did, and why they were important. S: -Practice collecting and presenting information. -Be able to describe cause and effect relationships. -Practice making concept maps which show the relationships between concepts.

-Initial presentation rubric -Inventions Assignment instructions. -Access to the library and computer lab.

Assessment

-Student s progress on the group task will be monitored using exit slips, and will be self- and peer-assessed by the students at two points in the process e.g. “How well do you feel you have been working during library/computer library/computer lab time?” ʼ

-Students presentations / teaching of their inventions to their peers will be evaluated using a rubric that we will co-construct. ʼ

-World History textbooks. -Exit slips - Peer / self evaluations for group work - Concept Map assignment explanation - Group Work checklist + anecdotal records checklist.

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Topic / Estimated Time Topic 2: The Agricultural Revolution 1 Hour


Activity

K: -Know that the agricultural revolution involved a change in the way agriculture was conducted and advanced, and the results of this change

1. Students will graph the population numbers for Britain over a span of years. Students will be asked to predict why the population increased in this way. 2. Ask students: “What was was farming like like in the time before the IR? e.g. during the middle ages?” “What can you predict about the nature of farming at the time? How much experimentation do you think farmers did? Why?” 3. Explain the ag. revolution, revolution, calling on invention expert groups in the class as we cover these inventions. Be sure to connect to scientific revolution/ enlightenment, enlightenment, and to FR. (how both great changes came about due to SR and Enl.) Also ask students how this may be similar to changes in farming in the Province of Sask. over time. 4. Assign a short short portfolio assignment: assignment: “Would it be better to have lots of smaller family farms or a few large business run farms? Why? (be sure to

-Know that commercialization commercialization of land gave incentive to find ways to make the land more productive so that the owner/ worker of the land would have a profit S: -Be able to organize statistical data in a way that inferences may be drawn from from it.

Materials

-Population Graphing Exercise, with place for inferences

Assessment

- At the end of the lesson, lesson, students will be asked to explain the key points of the agricultural revolution and how it changed things. - Students will be handing handing in their population graphs with inferences as a portfolio assignment. - The opinion on farming assignment will allow students to demonstrate that they understand the differences that occurred due to the change in organization of farming in B. over the agricultural revolution


Topic / Estimated Time Topic 2: The Agricultural Revolution 1 Hour


Activity

K: -Know that the agricultural revolution involved a change in the way agriculture was conducted and advanced, and the results of this change

1. Students will graph the population numbers for Britain over a span of years. Students will be asked to predict why the population increased in this way. 2. Ask students: “What was was farming like like in the time before the IR? e.g. during the middle ages?” “What can you predict about the nature of farming at the time? How much experimentation do you think farmers did? Why?” 3. Explain the ag. revolution, revolution, calling on invention expert groups in the class as we cover these inventions. Be sure to connect to scientific revolution/ enlightenment, enlightenment, and to FR. (how both great changes came about due to SR and Enl.) Also ask students how this may be similar to changes in farming in the Province of Sask. over time. 4. Assign a short short portfolio assignment: assignment: “Would it be better to have lots of smaller family farms or a few large business run farms? Why? (be sure to support your position with evidence/ examples)” Students will be encouraged to make reference to information from the lecture if they can

-Know that commercialization commercialization of land gave incentive to find ways to make the land more productive so that the owner/ worker of the land would have a profit S: -Be able to organize statistical data in a way that inferences may be drawn from from it.

Materials

-Population Graphing Exercise, with place for inferences

Assessment

- At the end of the lesson, lesson, students will be asked to explain the key points of the agricultural revolution and how it changed things. - Students will be handing handing in their population graphs with inferences as a portfolio assignment. - The opinion on farming assignment will allow students to demonstrate that they understand the differences that occurred due to the change in organization of farming in B. over the agricultural revolution

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Topic / Estimated Time Topic 3: Great Britain s Advantages in the IR ʼ

1 Hour

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know what advantages Britain held that propelled it through the IR. -Know that profits were one way of encouraging risk by entrepreneurs -Understand that capitalism and banking systems are important for collecting investment capital. - Learn to compare and contrast information organized under one paradigm with material organized under another paradigm.

Activity

Materials

Assessment

1. Brainstorm differences differences between between Britain Britain and the rest of Europe at this time. (+ anything unique about Britain [geography]) Possible student answers: - political differences, no wars on B. land, island with lots of ports, navy (esp. merchant) 2. Lecture discussion discussion on the advantages advantages Britain held at this point. S. will fill out a chart during the lecture (portfolio assignment). Encourage students to ask questions as we go to ensure t hey understand the requirements of the chart assignment.

- Comp Comparati arative ve Chart for Britain s advantages

-The portfolio assignment will help assess student s understanding of the specific advantages and why they helped - Students will be asked asked to explain orally why britain was in a better position to industrialize - The The formative quiz will inform both the students and the teacher of their understanding / memory of the main points. Also an opportunity to fill in any gaps in their knowledge. (Also lets s. know what information is seen as important). See Assessment Overview for more information on Formative Quizzes.

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Topic / Estimated Time Topic 3: Great Britain s Advantages in the IR ʼ

1 Hour

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know what advantages Britain held that propelled it through the IR. -Know that profits were one way of encouraging risk by entrepreneurs -Understand that capitalism and banking systems are important for collecting investment capital. - Learn to compare and contrast information organized under one paradigm with material organized under another paradigm.

Activity

Materials

Assessment

1. Brainstorm differences differences between between Britain Britain and the rest of Europe at this time. (+ anything unique about Britain [geography]) Possible student answers: - political differences, no wars on B. land, island with lots of ports, navy (esp. merchant) 2. Lecture discussion discussion on the advantages advantages Britain held at this point. S. will fill out a chart during the lecture (portfolio assignment). Encourage students to ask questions as we go to ensure t hey understand the requirements of the chart assignment.

- Comp Comparati arative ve Chart for Britain s advantages

-The portfolio assignment will help assess student s understanding of the specific advantages and why they helped - Students will be asked asked to explain orally why britain was in a better position to industrialize - The The formative quiz will inform both the students and the teacher of their understanding / memory of the main points. Also an opportunity to fill in any gaps in their knowledge. (Also lets s. know what information is seen as important). See Assessment Overview for more information on Formative Quizzes.

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Topic / Estimated Time Topic 4: Changes in the Textile Industry 1 Hour


Activity

K: - Know what infrastructure is and how it relates to economic production

2. Students will complete a formative quiz quiz based on the agricultural revolution and Britain s advantages. 3. Bring in spinning spinning wheel and materials materials if possible. Ask students leading questions about the device. “What is this, what does it do? When were these mainly used, by who?” - If the wheel works, possibly have a volunteer come try it. 4. Lecture / discussion on cottage industry, and improvements in technology and how these changed the nature of the industry. industry. (rely on student expert groups as much as possible). 5. Speculate as a class (or in small groups - then as whole group) on a future invention or set of inventions that could greatly change how society works. (this is in preparation for an optional final project that students may do on their own.

- Know that the purpose of an infrastructure is to make possible the production of goods and services necessary to satisfy human needs and wants. - Know the basic basic changes that occurred over the development of modern industrial infrastructure in Britain and why.

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Materials

-Spinning Wheel -Wool to spin if possible -Formative Quiz on Topics 2+3

Assessment

-Understanding will be assessed by asking students to explain the advances in technology in the t extile industry in G.B. and how these changed how the industry was conducted. -Students will be asked to infer what the pros and cons of these changes might be (this gauges understanding, and also gets students thinking ahead to some of the later topics).


Topic / Estimated Time Topic 4: Changes in the Textile Industry 1 Hour


Activity

K: - Know what infrastructure is and how it relates to economic production

2. Students will complete a formative quiz quiz based on the agricultural revolution and Britain s advantages. 3. Bring in spinning spinning wheel and materials materials if possible. Ask students leading questions about the device. “What is this, what does it do? When were these mainly used, by who?” - If the wheel works, possibly have a volunteer come try it. 4. Lecture / discussion on cottage industry, and improvements in technology and how these changed the nature of the industry. industry. (rely on student expert groups as much as possible). 5. Speculate as a class (or in small groups - then as whole group) on a future invention or set of inventions that could greatly change how society works. (this is in preparation for an optional final project that students may do on their own.

- Know that the purpose of an infrastructure is to make possible the production of goods and services necessary to satisfy human needs and wants. - Know the basic basic changes that occurred over the development of modern industrial infrastructure in Britain and why.

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Materials

-Spinning Wheel -Wool to spin if possible -Formative Quiz on Topics 2+3

Assessment

-Understanding will be assessed by asking students to explain the advances in technology in the t extile industry in G.B. and how these changed how the industry was conducted. -Students will be asked to infer what the pros and cons of these changes might be (this gauges understanding, and also gets students thinking ahead to some of the later topics).

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Topic / Estimated Time Topic 5: Steam Engine / Transportation 1 Hour

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that a major cost of producing goods is transportation cost (raw materials to centre or production, goods to market) and that traditionally water transport was cheapest. - Know that a fundamental technology change to a society will have profound effects on all aspects of an economy.

Activity

1. Have students move move into groups groups of 2-3. They discuss: “How would the world change if cars, busses, planes, trains, and all other oil fueled transportation was stopped? Occurs over a 2 year period, b/c of plummeting oil resources. How would the world change over those two years, and esp. after when there are no more transp. that use oil or electricity from oil?” 2. After some discussion, come back to whole group, elicit ideas from the class. Then get students to reverse the order: “How would the world change if these vehicles weren t then were introduced?” 3. Lecture / discussion discussion on development/ development/ improvement improvement of steam engine and locomotive + other transport changes and the results of these (particularly changes to industry) 4. Short Portfolio assignment - “How MY life would be different if there were no fossil fuel powered transportation” - try ʼ

Materials

-Portfolio assignment directions

Assessment

-”How did the world of Great Britain change b/c of the steam engine / locomotive?” -”What were the major improvements improvements / discoveries that lead to those changes?” - Formative quiz at start of next class will show students and teacher where understanding / memory is sitting for this topic and the one before (covers steam engine / transportation +textile industry).


Topic / Estimated Time Topic 5: Steam Engine / Transportation 1 Hour

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that a major cost of producing goods is transportation cost (raw materials to centre or production, goods to market) and that traditionally water transport was cheapest. - Know that a fundamental technology change to a society will have profound effects on all aspects of an economy.

Activity

1. Have students move move into groups groups of 2-3. They discuss: “How would the world change if cars, busses, planes, trains, and all other oil fueled transportation was stopped? Occurs over a 2 year period, b/c of plummeting oil resources. How would the world change over those two years, and esp. after when there are no more transp. that use oil or electricity from oil?” 2. After some discussion, come back to whole group, elicit ideas from the class. Then get students to reverse the order: “How would the world change if these vehicles weren t then were introduced?” 3. Lecture / discussion discussion on development/ development/ improvement improvement of steam engine and locomotive + other transport changes and the results of these (particularly changes to industry) 4. Short Portfolio assignment - “How MY life would be different if there were no fossil fuel powered transportation” - try to cover lots of different aspects of your life that would change.

Materials

-Portfolio assignment directions

Assessment

-”How did the world of Great Britain change b/c of the steam engine / locomotive?” -”What were the major improvements improvements / discoveries that lead to those changes?” - Formative quiz at start of next class will show students and teacher where understanding / memory is sitting for this topic and the one before (covers steam engine / transportation +textile industry).

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Topic / Estimated Time Topic 6: Spread of IR to other countries 1 Hour

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that a technological lead is seldom very long lasting.

Activity

1. Formative Quiz Quiz covering covering textiles/ transportation (Topics 4+5). 2. Ask s. to predict predict how easily easily the IR would spread to other countries. Why? How would Britain react to help / hinder this transfer? How would other countries react to the these steps? Let s. discuss for a few minutes, then as a class. 3. Lecture/discussion Lecture/discussion on spread of IR (Not yet including stories of “defectors”) 4. Portfolio assignment assignment - You You are a machine worker in B. and you have been thinking about moving to the U.S. You You d like to start an industrial business there (e.g. weaving), but then you hear of B. s rules about you not leaving. What will you do? Will you follow the rules? Why? If leaving, how will you do so without the gov t finding out?” - Give s. time to work on this in class. Must hand in written explanations. 5. Tell s. about people people that left. - what they did in other countries ʼ

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Materials

- Formative Quiz - Portfolio assignment description (paper copy or write on board)

Assessment

“How quickly /easily did the IR spread from GB? Why?” -Portfolio assignment will assess student s understanding of the rules in place by Great Britain, and their own insight into the lives of people who had to choose whether to cross the gov t or not. ʼ

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Topic / Estimated Time Topic 6: Spread of IR to other countries

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that a technological lead is seldom very long lasting.

1 Hour

Activity

Materials

1. Formative Quiz Quiz covering covering textiles/ transportation (Topics 4+5). 2. Ask s. to predict predict how easily easily the IR would spread to other countries. Why? How would Britain react to help / hinder this transfer? How would other countries react to the these steps? Let s. discuss for a few minutes, then as a class. 3. Lecture/discussion Lecture/discussion on spread of IR (Not yet including stories of “defectors”) 4. Portfolio assignment assignment - You You are a machine worker in B. and you have been thinking about moving to the U.S. You You d like to start an industrial business there (e.g. weaving), but then you hear of B. s rules about you not leaving. What will you do? Will you follow the rules? Why? If leaving, how will you do so without the gov t finding out?” - Give s. time to work on this in class. Must hand in written explanations. 5. Tell s. about people people that left. - what they did in other countries

- Formative Quiz - Portfolio assignment description (paper copy or write on board)

Assessment

“How quickly /easily did the IR spread from GB? Why?” -Portfolio assignment will assess student s understanding of the rules in place by Great Britain, and their own insight into the lives of people who had to choose whether to cross the gov t or not. ʼ

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Topic / Estimated Time Topic 7: Rural to Urban Shift 4 Hours

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that another determinant of standard of living is the condition of the communities in which people live. -Know that societies find it difficult to decide what adjustments are necessary and carry them out in a short period of time.

Activity

Materials

1. Review important important factors factors we ve discussed that would contribute to city growth / change (student produced). 2. City building activity - to demo demo the great changes that occurred as cities expanded. - Students will be given a sheet of paper to design cities on. They will be read instructions, and they ll have to conform to restrictions given. Once they re done, we ll discuss what problems they ran into, what they think about their city, and how they d like to live there. (These will be taken in as portfolio assignments) 3. Connect the problems students found found to the actual problems that occurred: How the exercise is like what happened, very fast growth, with little planning. 4. Quick introduction introduction to sanitary troubles and the campaign against them. 5. Portfolio assignment assignment with choice: choice: Students will complete one of the following: a) graph numbers of deaths ʼ

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S: -Practice organizing information found in historical documents under basic concepts.

-Large paper for s. to draw their cities on -Portfolio assignment instructions

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-Know how the IR changed cities, and what some of the negative consequences resulted from the changes.

-City Building instructions

-Required historical documents for portfolio assignment

Assessment

-”How did cities change over the course of the IR? Why? What problems occurred because of these changes? What improvements did the changes bring? - Maps will be taken taken in as portfolio assignments (They may not physically fit into the portfolio folders, so they may just be returned to students to keep after they ve been marked). ʼ

- Sanitation portfolio assignments will shed light on students understanding of the problems that occurred and the reaction against them. ʼ


Topic / Estimated Time Topic 7: Rural to Urban Shift 4 Hours

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know that another determinant of standard of living is the condition of the communities in which people live. -Know that societies find it difficult to decide what adjustments are necessary and carry them out in a short period of time.

Activity

Materials

1. Review important important factors factors we ve discussed that would contribute to city growth / change (student produced). 2. City building activity - to demo demo the great changes that occurred as cities expanded. - Students will be given a sheet of paper to design cities on. They will be read instructions, and they ll have to conform to restrictions given. Once they re done, we ll discuss what problems they ran into, what they think about their city, and how they d like to live there. (These will be taken in as portfolio assignments) 3. Connect the problems students found found to the actual problems that occurred: How the exercise is like what happened, very fast growth, with little planning. 4. Quick introduction introduction to sanitary troubles and the campaign against them. 5. Portfolio assignment assignment with choice: choice: Students will complete one of the following: a) graph numbers of deaths by cause (Leeds) with written explanation; b) explaining one of two cartoons related to sanitation (one is more difficult to explain). c) design own cartoon / drawing expressing sanitation/disease/deaths sanitation/disease/deaths information (with explanation). ʼ

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S: -Practice organizing information found in historical documents under basic concepts.

-Large paper for s. to draw their cities on -Portfolio assignment instructions

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-Know how the IR changed cities, and what some of the negative consequences resulted from the changes.

-City Building instructions

-Required historical documents for portfolio assignment

Assessment

-”How did cities change over the course of the IR? Why? What problems occurred because of these changes? What improvements did the changes bring? - Maps will be taken taken in as portfolio assignments (They may not physically fit into the portfolio folders, so they may just be returned to students to keep after they ve been marked). ʼ

- Sanitation portfolio assignments will shed light on students understanding of the problems that occurred and the reaction against them. ʼ

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Topic / Estimated Time Topic 8: Child Labour and Other Social Problems 2 Hours

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know what kinds of labour children did, and how society reacted to this. -Understand the concept of supply and demand in economics -Understand the benefits and costs of these kinds of working conditions / production paradigms. V: -What responsibility does society have to determine whether these are wise decisions or not? - e.g. Child Labour vs. Child Protection.

Activity

Materials

1. Show students students a short studentstudentproduced video about Child Labour during the IR (from YouTube). Students will take notes. Have students discuss what they saw and how they felt. 2. Fill in any missed missed details, introduce introduce the concept of supply and demand for BOTH goods, and labour. 3. Explain Explain Lewis Lewis Hine s photography sociologist who took photos to bring about change. He worked for the National Child Labour Committee in the U.S. (IR occurred a bit later in the U.S.) 4. Portfolio assignment: assignment: S. will search for Lewis Hine photos (demo how to do this, and include on instructions) using the ARC library website. They must choose 3 photos, explain what each photo contains, how the photos make them feel, and what they think should change if anything. Students will have the option to share their reflections on one of their photos with the class. They will be asked to let me know if they

-Access to Computer Lab and Library for photography assignment. -Photography assignment handout sheet.

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-Smart-board and internet access for YouTube video

Assessment

-”How were children treated during the IR? How did this change? Why?” -Photography portfolio assignment will give students chance to express their views on workers rights and protection. Will exhibit their ability to infer from the photos and connect observations to learned material.


Topic / Estimated Time Topic 8: Child Labour and Other Social Problems 2 Hours

Objectives / Methods (K: Knowledge, S: Skills, V: Values) K: -Know what kinds of labour children did, and how society reacted to this. -Understand the concept of supply and demand in economics -Understand the benefits and costs of these kinds of working conditions / production paradigms. V: -What responsibility does society have to determine whether these are wise decisions or not? - e.g. Child Labour vs. Child Protection.

Activity

Materials

1. Show students students a short studentstudentproduced video about Child Labour during the IR (from YouTube). Students will take notes. Have students discuss what they saw and how they felt. 2. Fill in any missed missed details, introduce introduce the concept of supply and demand for BOTH goods, and labour. 3. Explain Explain Lewis Lewis Hine s photography sociologist who took photos to bring about change. He worked for the National Child Labour Committee in the U.S. (IR occurred a bit later in the U.S.) 4. Portfolio assignment: assignment: S. will search for Lewis Hine photos (demo how to do this, and include on instructions) using the ARC library website. They must choose 3 photos, explain what each photo contains, how the photos make them feel, and what they think should change if anything. Students will have the option to share their reflections on one of their photos with the class. They will be asked to let me know if they would like to do this, and we will save the photo digitally to include in a presentation. Students will each get their chance to describe their photo during the presentation if they so wish. 5. Lecture/discussion Lecture/discussion about changes in in laws in both Britain and the U.S. and why they happened (concerned people lobbying; lobbying ; Parliamentary committee in B., NCLC etc. in U.S.). Also, discuss unions (role play if time allows), biology (moths) and the CO2 increase graph.

-Access to Computer Lab and Library for photography assignment. -Photography assignment handout sheet.

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Assessment

-”How were children treated during the IR? How did this change? Why?” -Photography portfolio assignment will give students chance to express their views on workers rights and protection. Will exhibit their ability to infer from the photos and connect observations to learned material.

-Smart-board and internet access for YouTube video

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Topic / Estimated Time


Activity

Materials

Topic 9: First Nations Economic Organizations

K: -Know that people choose and/or accept patterns of ideas, beliefs, and values known as paradigms.

-First Nations Social Organizations information sheets.

1 - 2 Hours

S: -Practice using the skill of comparing and contrasting between two sets of paradigms.

1. Introduction to the multiple nature of First Nations cultures (not a single group). 2. Explain that Teacher expects open, open, honest, but respectful discussion on this. “Teacher can t force you to believe a certain thing, to look at things from a certain perspective, etc. But I do want you to open your minds and think about new possible ways of seeing the world. Therefore, be respectful of your peers, their opinions, and to groups of people please.” Discuss “Why is it important to learn about FN, I, and M in Canada?” 3. After the discussion, discussion, introduce introduce specific information about social organizations in a specific First Nations culture. Discuss economic organization in particular. particular. “How should we judge how good an economic system is?” Possible student answers: profit, efficiency, tradition, morality, environmental health, etc. 4. Portfolio assignment assignment - pros pros and cons of of

V: -Is one paradigm better than the other? -Should economic decisions be evaluated on the basis of: profit, efficiency, tradition, morality?

ʼ

-Portfolio assignment explanation and chart (students can list pros and cons in point form).

Assessment

-Portfolio assignment will show students ability to compare and contrast two different economic systems. ʼ

-informal assessment of students abilities to objectively discuss a potentially difficult issue: Why we should learn about FN, I, and M in Canada. (some may have strong opinions in either direction.)

ʼ




Activity

Materials

Topic 9: First Nations Economic Organizations

K: -Know that people choose and/or accept patterns of ideas, beliefs, and values known as paradigms.

-First Nations Social Organizations information sheets.

1 - 2 Hours

S: -Practice using the skill of comparing and contrasting between two sets of paradigms.

1. Introduction to the multiple nature of First Nations cultures (not a single group). 2. Explain that Teacher expects open, open, honest, but respectful discussion on this. “Teacher can t force you to believe a certain thing, to look at things from a certain perspective, etc. But I do want you to open your minds and think about new possible ways of seeing the world. Therefore, be respectful of your peers, their opinions, and to groups of people please.” Discuss “Why is it important to learn about FN, I, and M in Canada?” 3. After the discussion, discussion, introduce introduce specific information about social organizations in a specific First Nations culture. Discuss economic organization in particular. particular. “How should we judge how good an economic system is?” Possible student answers: profit, efficiency, tradition, morality, environmental health, etc. 4. Portfolio assignment assignment - pros pros and cons of of these two different ways to approach economic organization. organization. Give time t o brainstorm in groups of 2-3 before they write individual assignments.

V: -Is one paradigm better than the other? -Should economic decisions be evaluated on the basis of: profit, efficiency, tradition, morality?

ʼ

-Portfolio assignment explanation and chart (students can list pros and cons in point form).

Assessment

-Portfolio assignment will show students ability to compare and contrast two different economic systems. ʼ

-informal assessment of students abilities to objectively discuss a potentially difficult issue: Why we should learn about FN, I, and M in Canada. (some may have strong opinions in either direction.)

ʼ

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Activity

Topic 10: IR consolidation/ application (Unit Finale Projects)

S: -Practice applying previously learned concepts to new situations.

1. Students will complete a second concept map after having completed the unit. They will compare their initial map to this new one to make clear what they have learned over the unit. (portfolio assignment) 2. S. will be given a list list of possible possible assignments to demonstrate and expand on what they ve learned about the IR over this unit. Co-construct rubrics - can be adjusted over time; (discuss online exhibition option at this point) 3. T. will explain explain the options, requirements. S. will be given time to work on these in the library / computer lab. 4. Students will show and explain explain their projects to the class in an exhibition type set up. This may be done in class, or depending on student s feelings, possibly through an online exhibition. (students will be required to look through peer s projects to answer

7-8 Hours

-Practice stating how the parts are related to each other and to the whole. -Practice collecting and presenting information. -Practice making concept maps which show the relationships between concepts.

Materials

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-Assignment description and options

-We will be co-constructing a rubric / multiple rubrics to assess student s projects.

-Access to library/ computer lab

-Students will also assess their peer s projects during the exhibitions of projects.

-Possibly scanner/ digital camera for online exhibition of projects (have students do digitization if possible) -Rubric preconceptions / starting place -Exit slips

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ʼ

Assessment

-Collection of student produced questions about their

ʼ

ʼ

-Exit slips will be employed over the work time, to ensure that students are using their time wisely (along with informal assessments of use of time) -Be sure to send information to parents and school about exhibition of projects; encourage guests.




Activity

Topic 10: IR consolidation/ application (Unit Finale Projects)

S: -Practice applying previously learned concepts to new situations.

1. Students will complete a second concept map after having completed the unit. They will compare their initial map to this new one to make clear what they have learned over the unit. (portfolio assignment) 2. S. will be given a list list of possible possible assignments to demonstrate and expand on what they ve learned about the IR over this unit. Co-construct rubrics - can be adjusted over time; (discuss online exhibition option at this point) 3. T. will explain explain the options, requirements. S. will be given time to work on these in the library / computer lab. 4. Students will show and explain explain their projects to the class in an exhibition type set up. This may be done in class, or depending on student s feelings, possibly through an online exhibition. (students will be required to look through peer s projects to answer simple questions about them as a portfolio assignment [if online, in pairs computer numbers limit us a bit])

7-8 Hours

-Practice stating how the parts are related to each other and to the whole. -Practice collecting and presenting information. -Practice making concept maps which show the relationships between concepts.

Materials

ʼ

Assessment

-Assignment description and options

-We will be co-constructing a rubric / multiple rubrics to assess student s projects.

-Access to library/ computer lab

-Students will also assess their peer s projects during the exhibitions of projects.

-Possibly scanner/ digital camera for online exhibition of projects (have students do digitization if possible) -Rubric preconceptions / starting place

ʼ

ʼ

-Exit slips will be employed over the work time, to ensure that students are using their time wisely (along with informal assessments of use of time) -Be sure to send information to parents and school about exhibition of projects; encourage guests.

-Exit slips

ʼ

ʼ

Unit Exam! 1 Hour

Total Time: 27 Hours

General evaluation of the learning and retention of important facts and concepts from this unit.

-Collection of student produced questions about their projects (to be assembled as projects are finished) -The exam.

Note: Note: This is not a conservative estimate.

Will run over-time if anything. Not expecting to go over 35 hours.

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Unit Concept Maps and Reflection Assignment Students will complete concept maps on the first day based on their current understanding of the main concepts of the unit. The main concepts will be provided as a starter. The format for the maps will be demonstrated so the students understand what will be required. Students will be asked to provide nodes with concepts, and connect them with lines, on which are words or phrases that explain the connection between the connected nodes. An example of this is shown below. The maps from the first day will be saved, and after the unit material has been studied, students will complete another concept map. They will then be asked to analyze their two maps to determine what has changed over the intervening time period. They will write up a short reflection on this. The reflection and the second map that the students make will be marked. The initial map will not be marked. Hopefully, the process of analyzing the current state of their knowledge and the change that has occurred will be helpful in preparation for the unit exam. If students find that

Unit Concept Maps and Reflection Assignment Students will complete concept maps on the first day based on their current understanding of the main concepts of the unit. The main concepts will be provided as a starter. The format for the maps will be demonstrated so the students understand what will be required. Students will be asked to provide nodes with concepts, and connect them with lines, on which are words or phrases that explain the connection between the connected nodes. An example of this is shown below. The maps from the first day will be saved, and after the unit material has been studied, students will complete another concept map. They will then be asked to analyze their two maps to determine what has changed over the intervening time period. They will write up a short reflection on this. The reflection and the second map that the students make will be marked. The initial map will not be marked. Hopefully, the process of analyzing the current state of their knowledge and the change that has occurred will be helpful in preparation for the unit exam. If students find that they are missing information in certain areas, they can hopefully work to rectify those before the exam. The map and reflection will be marked using the rubric included below. It will be provided to students before they complete their second maps and reflection.

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Unit Concept Concept Maps and Reflection Rubric1 Name: _________________ _________________ Category/Weight

Excellent (4)

Content Coverage (Nodes) 30%

Date: ____________ ____________ Good (3)

Weak (2)

Poor (1)

map covers all provided 28 concepts and vocabulary, and may include additional..

map covers 20-27 concepts and vocabulary

map covers 13-19 concepts and vocabulary

map covers 12 or fewer concepts and vocabulary

Linking Words 20%

strongly relevant linking words provided between 90-100% of the nodes

relevant linking words are provided between 75-89% of the nodes

linking words are provided between 50-74% of the nodes

linking words are provided between less than 50% of the nodes

Reflection Writeup 20%

includes all major differences between the preand post-maps. includes 2-3 comments on changes in knowledge

includes at least 3 differences between pre- and post-maps. may include 1-2 comments on changes in knowledge

includes 1-2 differences between pre- and post- map. there are no comments on changes in knowledge

does not include differences between the two maps

Title and Map Legend (maps that include different types of nodes should include a legend) 15%

titles and map legend are informative and easy to find

titles and legend are informative

titles and legend are present, but not informative or logical

titles and legend are absent

Neatness and Spelling 15%

90-100% of the words are legible and spelled correctly



less than 70% of the words are legible and spelled correctly

1

Modified from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1694597& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1694597&,, Rubric ID: 1694597; http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1233398& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1233398&,, Rubric ID: 1233398; and http://rubistar.4teachers.org/index.php?screen=ShowRubri http://rubistar.4teachers.org/index.php?screen=ShowRubric& c&rubric_id=1336149& rubric_id=1336149&,, Rubric ID: 1336149; all available online at http://rubistar.4teachers http://rubistar.4teachers.org .org 17

Industrial Revolutions Concept Map: Example of Potential Student Product (post-unit)

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List of Portfolio Assignments This list includes all the major portfolio assignments that students will complete over the unit. They are in the order that they will be completed. One more formative quiz may be added depending on how well students are doing on their portfolio assignments for the last few topics. There are more portfolio assignments bunched at the end of the unit, and these will provide assessment information on those topics, so a third quiz will not likely be necessary. More details on these assignments can be found within the columnar Topic Topic descriptions (pp. 6-15).

Portfolio Assignments: -Concept Map Assignment - one at beginning and one at end of the unit -Population Graphing Exercise - brings some math into social studies (Topic (Topic 2) -Opinion on Organization of Farming (Topic (Topic 2) -Comparative Chart - Advantages of Britain vs. Other Countries (Topic 3) -Formative Quiz on Topics Topics 2+3 -Transportation Assignment (Topic (Topic 5) -Spread of IR Assignment (Topic (Topic 6) -City Design Maps (Topic (Topic 7) -Sanitation Movement Assignment - includes choice of 3 options (Topic (Topic 8) -Child Labour Photography Assignment (Topic (Topic 8) -First Nations vs. Western Economic Paradigms Chart C hart (Topic (Topic 9)

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List of Final Project Options You will be completing 2 - 3 of the following projects. These are worth 20% of your mark for this unit, so be sure to put your best work into them. The starred choices are worth 2, so if you do it, you need only do one other choice. Otherwise, you ll need to complete 3 ʼ

separate choices.

1. Graph the increase in rail line in the U.S. in an aesthetically pleasing way. Answer the following questions in a paragraph based on your graph and other knowledge you ve ʼ

gained from this unit of study: - Why does this happen later in the U.S. than Britain? - How would things change because of the increased number of railroads?

2. Create a newspaper article(s) describing the changes brought about by the industrial revolution. Include at least one picture (a found photograph or illustration, or something you ve created yourself) and one or more written stories related to the changes of the ʼ

industrial revolution. You can be very specific to a certain topic, or quite general.

3. Read “A Visit Visit to the Cholera Districts” from the September 24th 1849 edition of the Morning Chronicle. This letter describes a visit to a slum in London. Produce a summary of the main points of the article including some of o f the evidence offered by the author. As well, answer the following questions: - How has the media been used, in this case, to raise awareness about the living conditions of the people in Jacob s Island? ʼ

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- How does the language used differ from article in today s newspapers? Which ʼ

kind of language do you think is more effective? - How convincing do you find the article?

***4. Write a research paper using proper form, evidence, and citations. Possible Topics: - How was the IR different from the FR? - Women s lives during the IR. ʼ

- Children s lives during the IR. ʼ

- Specific Invention - Debate between those who support / oppose industrialization - Debate between those who support / oppose globalization with reference to industrial revolution information (difficult) - IR effects on music (what kinds k inds of music were popular? popular ? Why? Effect on instruments?)

5. Draw a timeline of the industrial revolution with illustrations (or photos/clipart etc) and short descriptions. Be sure to cover all of the important inventions and events of the revolution.

6. Create a new invention. Describe it, draw it, explain how it works, etc. etc. How will this invention change the world? Will it bring about a major change to how societies operate? You You can make a model of your invention if you choose.

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7. Make a model of one of the inventions that we studied. Provide a description of the history of the invention, what it does, and how it changed the lives of people during the industrial revolution. How does your invention fit into the revolution? (i.e. when did it appear relative to the rest of the revolution? How large was it s impact?) ʼ

8. Produce a video (in pairs if you want). Your Your video could be of a newscast set during the industrial revolution (like HistoryBites: what if television had been around back then?) or an educational video set in current day, but teaching about the past. Be sure to include information from the unit in your video.

9. “Photography to Change the World” - Like Hine, use photographs to show people what you d like to change about the world today. Include words, sentences, or ʼ

paragraphs to explain what you are trying to portray with your photos. You can make a poster with them, produce a report including your photos, or some other way to present your photos (e.g. slideshow or video with music if you want).

***10. (more involved / difficult) Do some research on a modern industry that is considered unfair. (see Oxfam s website for information on these kinds of industries) ʼ

You will need to choose an industry and provide the following information about it: -A description of your industry -Its importance to Canadian society -The countries involved in this industry -Why Oxfam considers this an unfair trade -The arguments for and against the current model of globalisation -Where your opinion lies on the issue 22

-Ways this industry could be improved and the various organizations attempting to promote change -What we can do as students and citizens of a developed nations to affect change -You will also be required to draw comparisons between your industry and the Industrial Revolution Develop your information into paragraphs to create a report, or produce another product to get your information across (a presentation, a video, a poster, etc). Be sure to use proper citations to show where you got your information from.

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Dan Savage - Social 10 Unit Plan - Industrial Revolution

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