Lled 360 Unit Plan: Industrial Revolution

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(April 2)

-Assess the reliability, currency, and objectivity of different interpretations of primary and secondary sources

-Explain reasons why populations were on the move during the Industrial Revolution

-Discuss the implications and hardships of populations who are forced to migrate/ immigrant.

B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with increasing complexity of ideas and form, such as biographies and autobiographies.

-Teacher led inquiry discussion using graphic organizer: how and why did the industrial revolution spread throughout Europe and other parts of the world and why populations of people decided/ were forced to move.

  • Irish potato famine: potatoes a staple, absentee landlords grew cash crops to sell to Europe/ Britain, 1845 Potato Blight- millions starving, driven from land because no crops- immigrated

  • Clearances: part of enclosure policy, got rid of poor tenant farmers- “crofters” so they could raise sheep- immigrated.

  • Rapid urbanization that created slums, health problems. Unemployment, crime, exploitation of the worker, unfair imprisonment, prostitution, etc.

  • Steam ships and railways facilitated the movement of people and goods across and between continents. Populations moved away from rural areas to the cities, initiating mass migrations that saw urban areas increase dramatically in size. This was also a period of intense global migration as some Europeans sought to escape famine, poverty, oppression, and political instability at home–it is thought that some 70 million people left Europe during the 19th century, establishing themselves primarily in North America and Australia.

-Primary source exercise using Angela’s Ashes. Students will read an excerpt of his story and answer question on the source

-Class discussion on primary source analysis.

-Think/ Pair/Share to wrap up class using prompt from Angela’s Ashes.

-Overhead projector

- Graphic organizer

-Transparency of graphic organizer

-Primary sources and scaffold questions- from the novel Angela’s Ashes.

14. What are the costs of low priced goods in our society? How does this relate to the Industrial Revolution?

(April 8)

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

-Analyse roots of present-day social issues

-Consider varying perspectives on a controversial issue

A7 use listening strategies to understand, recall, and analyse a film, including identifying main points, generating thoughtful questions and clarifying and confirming meaning.

A9 speak and listen to interpret, analyse, and evaluate ideas and information, by making and supporting judgments, describing perspectives, identifying bias, contradictions, and non-represented perspectives.

-Watch film: Wal-Mart: The High Cost of Low Prices

-Fill in a worksheet while watching the movie (60 mins)

-Teacher will watch the movie with students and lead a discussion after the movie is over while going over the worksheet with the students on the overhead projector. (20 mins)

DUE: All written work for the presentations

-Movie- Wal-Mart: The High Cost to Low Prices

-Worksheet for students

-Overhead of worksheet


-Collect all written work for presentations.

15. Group Presentations: Cost and Benefits of the industrial revolution/ significant to today.

(April 10)

-Summarize information from primary and secondary print and non-print sources, including electronic sources

-Plan, revise, and deliver formal oral and written presentations

-Analyse roots of present-day social issues

A5 select and use a range of strategies to prepare oral communications, including; interpreting a task and setting a purpose, considering audience, generating ideas, making connections among relevant knowledge and experiences, planning and rehearsing presentations

A6 select and use a range of strategies to express ideas and information in oral communications, including;

vocal techniques, style and tone, nonverbal techniques, visual aids, organizational and memory aids.

-Students will present or be watching other students present. After presentations presenters will ask for questions from peers/ led a discussion with the class.

-5 groups are scheduled to present

-Teacher will assess presentations using a rubric.

-Peers will assess each other’s presentations

-Student will fill in a self-evaluation once they have completed their presentation.

-Groups will let the teacher know ahead of time what sort of resources/ technology they will need.

16. Groups Presentations:

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