Digital Unit Plan Template

Unit Title: The Industrialization Period

Name: Tasia Cox

Content Area: World History

Grade Level: 10th Grade

CA Content Standard(s)/Common Core Standard(s):

10.3 Students analyze the effects of the Industrial Revolution.

1.
2.
3.
4.
5.

Analyze why England was the first country to industrialize.

Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the
inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
Trace the evolution of work and labor, mining and manufacturing, division of labor, and the union movement.
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism,
and Communism.

Big Ideas:

Based on California Content Standards, students should have a definitive grasp on the major events of the Industrial Revolution and how it affected overall
society. Students should be able to understand how the Industrial Revolution strongly impacted many facets of the developing first world such as:
1. Science and Technology
2. Political and Economic Implications: Labor Movements, Increased markets, Capitalism, and Socialism
3. Agricultural and Mining Demands as it connects to labor and technology
Unit Goals and Objectives:

Students should be able to grasp the big ideas in their entireties and be able to understand the connection that each Big Idea has with each other. The main
goal is for students to understand that the Industrial Revolution was so impactful, not just on immediately affected societies, but it is one of the main
historical events that has and will continue to affect our society politically, economically, agriculturally and technologically.

Unit Summary:

This unit will focus on the Industrialization period and its monumental effects on the developing first world. Students will learn about the technological and
scientific inspirations that create social, economic and cultural change. The unit will also explore the emergence of capitalism, its political responses, work
and labor evolutions. This unit is designated for 10th grade World History.
Assessment Plan:
Entry-Level:
1) Students will be asked to look at
three different pictures that each
depict one element of
industrialization. They will then
be asked to make observations of
each photo then connections
during a discussion.
2) In addition, students will be
asked to participate in a quickwrite that will assess any prior
knowledge that they will have in
the subject.

Formative:
1) Lecture and Guided Notes: This assessment
will require students to follow along in the lecture
by filling out their guided notes. In addition,
students are presented with higher-level thinking
questions throughout the lecture based on the
material presented.
2) Webercise: Students are asked to complete
this assignment at home. This assignment
requires students to visit 4 different websites that
have very important information on the Unit.
Students are then asked to complete the
questions provided on the Webersise based on
the information provided in the websites that
they visited.
3) Graphic Organizer: This assessment will
enable the students to organize acquired
information throughout various assignments and
lectures
4) Flashcards: Students will be asked to access
an online set of flashcards as a
homework assignment then participate in a classwide flashcard session the following day.
Flashcards will include key terms and main
concepts that will be essential for summative
assignments.
5) Critical Thinking Questions: Similar to a

Summative:
1) Newspaper: Students will be asked to create a
newspaper that describes and depicts the
'current' changes the Industrial Revolution has
brought to society. They will be divided into
groups to create an assigned article that
addresses one of the following subjects: 1)
Economy, 2)Labor/Work Force
3)Urbanization/Migration, 4) Technology, 5)
Politics 6) Art. Students will present their articles
and take notes on each-others presentations.
2) Essay Timeline: Students will be asked to
write an essay-like timeline that will demonstrate
their comprehensive knowledge of the Industrial
Era. They must connect main events in sequential
order with a thorough description.

'Quick-Write', students will be asked a CTQ

throughout the unit as part of in-class essay
sections. CTQs will bridge knowledge from
previous lessons to themes of future lessons.
6) Timeline: Students will be asked to fill out a
timeline that has various images that connect to a
main point/event of the Industrial Revolution.
Not only will students have to identify the main
point, but they will have to give a thorough
explanation of the main point/event.
Lesson 1: Lecture and Guided Notes
Student Learning Objective:

Acceptable Evidence:

Students should understand

the main points as to why the
IR started in England, as well
as be familiar with the most
important agricultural and
technological advances that
occurred in that time.

Students are to complete

guided notes that compliment
the lecture. The completion of
guided notes will
demonstrate that the student
has been formally introduced
to the material and has paid
attention to the main points.

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization

Lesson Activities:

Students are to follow the lecture, participate in critical thinking

lecture questions and complete guided notes.

Lesson 2
Student Learning Objective:

Acceptable Evidence:

To understand the economic

implications and theories of
the Industrial Revolution.

Students will be able to

comfortably list reasons why
and how the labor market
was completely
revolutionized as well as
understand the emergence of
Capitalism and Communism.

Students are to follow instructions on a webercise that is accessible

online. The webercise provides websites to thoroughly investigate
the growing markets that emerged out of the Industrial Revolution as
well as economic theories that resulted. Students then are asked to
answer questions based on the information they found on the
websites that the webercise indicated.

Lesson 3
Student Learning Objective:

Acceptable Evidence:

By this point, students

should be able to
completely understand the
interconnectivity of the

Students will be able to

demonstrate through the
Graphic Organizer how
various facets of the IR

Students are to watch a video and read an assigned website to gather

information regarding how each facet of the Industrial Revolution is
connected and interdependent of each other. Students are to fill in
the blanks. By doing so, they are demonstrating their knowledge of

Industrial Revolution
through the following key
factors: Textile Market,
Agriculture, Raw
Materials, and Technology.
Students should learn the
importance of the
connection and each
relationship (ie coal fuels
the steam engine, the
steam engine clears the
coal mines in order to
mine more coal).

rely on each other in order

to maintain continuous
development of
technologies, markets and
economies.

Interaction

each relationship.

Unit Resources:

1. Unit flashcards on Quizlet.com- http://quizlet.com/56406722/industrial-revolution-flash-cards/

2. Youtube CrashCourse video on Socialism and Capitalism:
https://www.youtube.com/watch?v=B3u4EFTwprM&list=PLBDA2E52FB1EF80C9&index=33
3. About.Coms Important Photos from the Industrial Revolution: http://inventors.about.com/od/indrevolution/ss/Industrial_Revo.htm
4. Youtube CrashCourse video on The Industrial Revolution- https://www.youtube.com/watch?v=zhL5DCizj5c
5. Education Portals Lecture on Socialism and Capitalism: Pros and Cons- http://education-portal.com/academy/lesson/capitalism-vssocialism-differences-advantages-disadvantages-the-underground-economy.html - lesson
6. Unit Lesson on Quizlet.com for Webercise: http://quizlet.com/24279275/the-industrial-revolution-economic-systems-capitalismsocialism-and-communism-flash-cards/

Useful Websites:

1. PBSs Heaven on Earth Documentary timeline of the Industrial Revolution- http://www.pbs.org/heavenonearth/timeline.html

2. Wikipedias Website on the Industrial Revolution- Collective thorough history on IR- http://en.wikipedia.org/wiki/Industrial_Revolution
3. History Channels video on the IR- http://www.history.com/topics/industrial-revolution/videos/the-industrial-revolition
4. BBCs explanation of the IR - http://www.bbc.co.uk/history/british/victorians/workshop_of_the_world_01.shtml
5. Wikipedias Simple explanation of the Scientific Revolution- http://simple.wikipedia.org/wiki/Scientific_revolution
6. BBCs explanation of the Agricultural Revolution- http://www.bbc.co.uk/history/british/empire_seapower/agricultural_revolution_01.shtml
7. History Worlds website on Industrial Revolution- http://history-world.org/Industrial Intro.htm