Global History 10 Industrial Revolution: Reforming the Industrial World (Part I) Room 205 Materials

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George Knox III

Global History 10

Industrial Revolution:

Reforming the Industrial World (Part I)

Room 205

Teacher: Notes, Pen, Dry Erase Markers, textbook, PowerPoint with notes on Communism, paper notes on Socialism and Capitalism, worksheet on the differences on Capitalism and Communism, Pre-test on Communism, M&M’s,

Students: Notebook, Pen/Pencil, Homework, Brain

Parts of Lesson Plan


Unit Goal(s):

  • For students to understand the importance of the change in lifestyle during this time period.

  • For students to understand the significance in technological advances and inventions.

  • For students to comprehend the change throughout the chapter from the beginnings of the Industrial Revolution to the end of the Industrial Revolution, a 200 year period.

Lesson Objective(s):

  • For students to understand the development of the economic and social reforms of socialism, capitalism, and communism.

  • For students to realize the fundamental differences between socialism, capitalism, and communism

  • For students to give examples of socialism, capitalism, and communism

New York State Standard:

Standard 2.2 (Commencement)

Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Method(s) of Instruction:

  • Note Taking

  • Discussion contributions

  • Group work

  • Analytical Questioning

Lesson Activities:

Day One:

  • When the students come in I will have a bell ringer up on the projector. I will ask them what their ideal economy would be like. Would it be like the United States economy or similar to the economy of Russia or China? Why?

  • We will go over the bell ringer seeing what each student comes up with for their ideal economy. (5 minutes)

  • This will lead into our discussion about Capitalism and Socialism.

  • We will have a discussion about what they have read for homework and we will create some notes on Capitalism and Socialism.

  • We will discuss what these two different economies are about and how they operate and where they might be in place today. (30 minutes)

Day Two:

  • Today we will start out with another bell ringer which will be on the projection screen on a PowerPoint. It will have a quote on it and I will ask students to analyze what this quote might mean.

  • We will go over the bell ringer hopefully getting us into the idea of communism. (5 minutes)

  • I will then have students take a pre-test quiz which they will decide whether they want to take it under a capitalist economy or a communist economy. They will write that on the bottom of their quiz. I will have them put the quiz under their chair

  • Once students are done we will go through a quick PowerPoint on communism and we will end with a 10 minute clip on anti-communist propaganda. (25 minutes)

  • I will then have the students take their quizzes back out and we will go over them (5 minutes)


Day One: Once we finish up some notes I will have some announcements to make on the projects that they are working on.

Day Two: Once we are finished going over the quiz I will wrap up with my M&M activity on the differences between capitalism and communism. (5 minutes)


Both days will be covered on an assessment that has already been completed by students. We will be having a test on Nationalism and the Industrial Revolution on Tuesday 12/9.

Reflection: These two lessons went great. The students seemed a little discourage about all the notes that we took on the first day on Capitalism and Socialism. But today the students learned about Communism and we did an activity showing the difference between Capitalism and Communism. The students really enjoyed that activity. The one thing that I would change about this is to spend a little more time, or at least have a day where we can summarize and review each one of these terms. They are very important to understand, but I did give them some visuals and worksheets to help them study these terms and to understand the differences between them.

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