Lled 360 Unit Plan: Industrial Revolution

How did technology, scientific and medical achievements impact society?

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8. How did technology, scientific and medical achievements impact society?

(March 3)

-List technology, scientific and medical achievements of the Industrial Revolution.

-Describe a key technological, scientific and medical advancement and explain how it is significant to society then and now.

-Evaluate the effects of the Industrial Revolution on society.

A1 interact and collaborate in pairs and groups to – support the learning of self and others explore experiences, ideas, and information, understand the perspectives of others, comprehend and respond to a variety of texts, and create a short presentation.

-Homework check on Cost/ Benefit/ Significance chart

-Teacher will hold up an older-style telephone and then show a new-style hand-held cell phone. Ask the students what the difference is between the two. Ask how the difference can affect daily activities. (List the responses.)

-Ask questions like how is our society dependent on technology? Is technology always a positive factor? How did the world function prior to technological advancements? Are there still areas that live in a similar way to pre-technological western societies?

-Teacher lead discussion on how the changes in science and technology have accelerated rapidly during the 1800’s which have virtually affect all aspects of the human experience. Do example with students using the steam engine.

-Split students up into teacher assigned groups and assign an innovation and some associated information on the achievement. Get someone in the group to be the recorder. Groups will be asked to answer specific question for example: assess if and how the innovation improved quality of life, if it allowed for people to have longer life spans, whether it inspired new ideas on the nature of humans and society, or moved production out of private homes. Once completed students will be asked to briefly present their advancement to the class and why it is significant.

-If time allows: teacher will lead a “Hot Seat” review.

-Homework: Add to Cost/ Benefit/ Significance chart due next class.

-Overhead projector

-Old telephone and a cell phone.

-Transparencies for discussion visuals

-Selected technological, medical and scientific innovations for groups to discuss, with corresponding worksheets/ questions.

-resource: http://resourcesforhistoryteachers.wikispaces.com/WHII.5

-Sticky notes with vocabulary terms on them stuck to the bottom of 5 chairs for “hot seat” review

9. Unit Test

(March 5- last day before spring break)

-Demonstrate an understanding of the Industrial Revolution in regards to the benefits, cost and significance to modern society through answering multiple choice, vocabulary, short and long answers.

C9 write and represent to interpret, analyse, and evaluate ideas and information on a unit test.

-Students will hand in charts that they started on the first day.

-Teacher led short review.

Teacher will hand out test and as students to read over the entire test before they begin. Then students will be allowed to ask any clarifying questions or vocabulary questions. Once the test is clarified the students will write the test.

Extension: Once students have completed the test they are to write a KWL chart of the unit so far.

Teacher will monitor the students and answer further questions if necessary. All tests will be collected at the end.

- A test for each student: test will consist of 20 multiple choice, 5 short answers and 1 paragraph.

-KWL charts for students who are finished early.

-Collect students cost/ benefit charts.

10. Why and how are social classes being affected as society industrialises? Is this change beneficial to people from lower classes?

(March 23)

-Define social class

-Explain how new innovations and industry created new standards of living for urban and rural people

-Evaluate the effects of the industrial revolution on society and the changing nature of work

-Assess how identity is shaped by a variety of factors, including: family, gender, belief systems, ethnicity, and nationality.

A2 express ideas and information in a variety of situations and forms to explore and respond, recall and describe, narrate and explain persuade and support, engage and entertain.

B7 after reading and viewing, select and use a range of strategies to extend and confirm meaning, including responding to text, asking questions, reviewing text and purpose for reading, making inferences and drawing conclusions, summarizing, synthesizing, and applying ideas.

-Teacher will hand back student charts- students will be asked to continue to add to these for their own learning progress.

-Class Brainstorm: What is social class?

-Jigsaw reading: one third of the students will read about what life was like for the rich, one third of people will read about what life was like for the middle class and one third will read what life was like for the poor. Once students are done reading they will get into groups of three with people from different classes. The students are going to teach each other about their reading.

-Teacher led discussion: Why and how are social classes being affected as society industrialises? Is this change beneficial to people from lower classes?

  • Education

  • Urbanization

  • Leisure activities

  • Romanticism

-Hand back student charts.

-Copies of the three readings- will need a set for each student. Readings from BBC: http://www.bbc.co.uk/bitesize/ks3/history/industrial_era/industrial_revolution_life/revision/10/

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