Lled 360 Unit Plan: Industrial Revolution

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Summative Assessment

-Unit Test will be completed before the two-week break to assess the first half of the unit. Unit Test will be made up of multiple choice questions and short and long answer questions.

-Presentations will assess the second half of the unit after two-week break. Presentations will be marked on a rubric that is provided to the students in advance. (Presentation outline and rubric attached)

-The unit uses a “understanding by design” method of assessment.

PLO focus for the unit:

-Identify factors that influences growth and development of industry

-Evaluate the effects of the Industrial Revolution on society and the changing nature of work

-Analyse roots of present-day regional, cultural, and social issues within Canada

Unit Objectives:

Subject Specific:

  1. Content knowledge: Examine, through a variety of activities, the benefits and consequences of industrialization while drawing connections to modern day.

  2. Critical thinking: Analyse the historical significance of industrialization and implications it has on modern day.

  3. Information gathering and reporting: Select and summarize information from primary and secondary print and non-print sources, including electronic sources in order to plan, revise, and deliver formal oral and written presentations

  4. Personal/ Social values: Take pride in high quality academic and creative work. Engage with present-day social /economic /environmental issues.

  5. Individual and collective action: Participate in class discussions, collaborative activities and peer evaluations. Respectful to student’s class contributions.

English Language Arts Focus:

A4 select and use a range of strategies to interact and collaborate with others in pairs and groups, including; selecting methods for working together effectively, listening actively, contributing ideas and encouraging the ideas of others, demonstrating awareness of diverse points of view, reaching consensus or agreeing to differ.

B10 synthesize and extend thinking about texts, by personalizing ideas and information explaining relationships among ideas and information, applying new ideas and information, and. transforming existing ideas and information.

C5 select and use a range of strategies to generate, develop, and organize ideas for writing and representing, including, making connections, setting a purpose and considering audience and gathering and summarizing ideas from personal interest, knowledge, and inquiry.

Unit Rationale:

It is easy to find reasons why to teach the Industrial Revolution to high school students simply because the Industrial Revolution transformed the way we think and live in the today world. Daily life remained the same for a long time period of time for most people before the unprecedented explosion of ideas and inventions that transformed our use of energy and notions of wealth. People all the sudden changed how they would think about their futures as power, tradition and social class we all being undermined in significant and consequential ways.

This unit offers insight into the causes of current global disparity between North and South, and between the West and “the Rest”, along with nearly every other contemporary social issue. British imperialism has had massive consequences across the globes that still burden countries today. Students from countries who were under British colonial rule may be able to make meaningful connection with this unit as they examine how one country became very wealthy off the backs of many others.

Since the beginning of the Industrial Revolution our modern landscape socially, geographically and economically has changed. The world became recognizable as “modern,” in terms of both the global economy and liberal democratic states during this period and therefore it is essential that students understand the causes and consequences of actions during the Industrial Revolution.

This unit attempts to develop historical understanding through the key concept of cause and consequence and more specifically attempts to demonstrate that events in history are not inevitable but informed by what came before them. Finally, through the study of this time period students will hopefully gain an appreciation of where the goods they buy come from and encourage them to be responsible consumers.

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