11th Grade Industrial Revolution

Explain
(Knowledge)
Students will understand the
different aspects of the American
Industrial Revolution such as:
-11.5a New technologies and
economic models created rapid
industrial growth and transformed
the United States.
-11.5b Rapid industrialization and
urbanization created significant
challenges and societal problems
that were addressed by a variety of
reform efforts.
Students will evaluate historical
documents and create short stories
such as:
-RI 11:8 Delineate and evaluate
the reasoning in seminal U.S.
texts, including the application of
constitutional principles and use
of legal reasoning and the
premises, purposes, and
arguments in works of public
advocacy
W11:3 Write narratives to develop
real or imagined experiences or
events using effective technique,
well-chosen details, and wellstructured event sequences.
W11:4 Produce clear and coherent
writing in which the development,
organization, and style, are
appropriate to task, purpose, and
audience.

UNIT PLAN
Essential Question
Was the Industrial
Revolution a defining
factor in creating modern
American society?

Big Ideas
1. New technologies and
economic models created
rapid industrialization growth
and transformed the United
States.
2. Industrialization brought
rise to increased urbanization
and change of lifestyles.
3. Industrialization and
urbanization created societal
problems which led to various
reform efforts.
4. The Industrial Revolution
was a defining factor for
American culture today.

Perspective/Empathy
Visual Discovery and Narrative Writing:
Students will use pictures from Jacob A. Riis
How the Other Half Lives and create their own
short story narratives on a day in the life of and
individual during the Industrial Revolution.

Interpret
(Skills/Analysis)
Literacy Strategy: Students
will use a statement strategy
to gain understanding on the
Industrial Revolution.
Response Group: Students
will participate in a response
group reflecting on
inventions and problems of
the industrial revolution.
Document Analysis:
Students will analyze
documents using reading
like a historian questions.
Song Analysis: Students will
use Common Core standards
to analyze a song that brings
to life the big ideas of the
Industrial Revolution.
Act It Out: Students will act
out the information and
events found in historical
documents.
Visual Discovery: Students
will write a personal
narrative based on pictures
depicting everyday life
during the Industrial
Revolution.

Application
Evaluation: Students will evaluate whether the
Industrial Revolution was more negative or more
positive based on personal modern experiences
and information learned from class discussions.

Students will learn to write a

short story narrative.

Clarifying Content Priorities

Students will learn to analyze a

song using Common Core
standards.
Students will learn how
historians think through
document analysis.

Worth being familiar with

Important to
know & do
Big ideas
worth
understanding

Students will learn how to share

ideas in a response group.

1. New technologies and

economic models created
rapid industrialization growth
and transformed the United
States.
2. Industrialization brought
rise to increased urbanization
and change of lifestyles.
3. Industrialization and
urbanization created societal
problems which led to various
reform efforts.
4. The Industrial Revolution
was a defining factor for
American culture today.

Students will understand the different aspects of the

American Industrial Revolution such as:
-11.5a New technologies and economic models
created rapid industrial growth and transformed the
United States.
-11.5b Rapid industrialization and urbanization
created significant challenges and societal problems
that were addressed by a variety of reform efforts.
Students will evaluate historical documents and create
short stories such as:
-RI 11: 8 Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
and the premises, purposes, and arguments in works
of public advocacy
W11: 3 Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
W11: 4 Produce clear and coherent writing in which
the development, organization, and style, are
appropriate to task, purpose, and audience.

STAGE 1- DESIRED RESULTS

Understandings(s):
Essential Questions(s):
1. New technologies and economic models
created rapid industrialization growth and
transformed the United States.
2. Industrialization brought rise to
increased urbanization and change of
lifestyles.

Was the Industrial Revolution a

defining factor in creating
modern American society?

3. Industrialization and urbanization

created societal problems which led to
various reform efforts.
4. The Industrial Revolution was a
defining factor for American culture
today.

Students will understand the different aspects of the American Industrial Revolution such
as:
-11.5: New technologies and economic models created rapid industrial growth and
transformed the United States.
-11.5b Rapid industrialization and urbanization created significant challenges and
societal problems that were addressed by a variety of reform efforts.
Students will evaluate historical documents and create short stories such as:
-RI 11:8 Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning and the premises,
purposes, and arguments in works of public advocacy
-W11:3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
-W11:4 Produce clear and coherent writing in which the development, organization, and
style, are appropriate to task, purpose, and audience.
Students will do:
-Literacy Strategy: Students will use a statement strategy to gain understanding on the
Industrial Revolution.
-Response Group: Students will participate in a response group reflecting on inventions
and problems of the industrial revolution.

-Document Analysis: Students will analyze documents using reading like a historian
questions.
-Song Analysis: Students will use Common Core standards to analyze a song that brings
to life the big ideas of the Industrial Revolution.
- Act It Out: Students will act out the information and events found in historical
documents.
-Visual Discovery: Students will write a personal narrative based on pictures depicting
everyday life during the Industrial Revolution.

STAGE 2 ASSESSMENT EVIDENCE

Performance Task:
Students will use a statement strategy
to gain understanding on the Industrial
Revolution.
Students will participate in a response
group reflecting on inventions and
problems of the industrial revolution.
Students will analyze documents using
reading like a historian questions.
Students will use Common Core
standards to analyze a song that brings
to life the big ideas of the Industrial
Revolution.
Act It Out: Students will act out the
information and events found in
historical documents.
Students will write a short story
narrative on a day in the life of an
individual during the Industrial
Revolution after a visual discovery of
pictures from Jacob A. Riis How the
Other Half Lives.

Other Evidence:
Traditional unit test
DBQ
Multiple-choice
Constructed response
Factory Simulation

STAGE 3 LEARNING PLAN

Learning Activities:
(see attached sheet)

EDU 537: Diverse Abilities and Needs in the Inclusive Setting

Unit plan for 11th Grade Social Studies and English
This unit was written as a group effort by: Michelle Lithgow, Carly Sacco, and Glenn Greubel

The Industrial Revolution

Essential question:
Was the Industrial Revolution a defining factor in creating modern American
society?

Activities to be covered
Lesson 1: After students complete a statement strategy and engage in a response group activity
on the Industrial Revolution, students will create an argument based on evidence by filling out
an exit activity on whether the Industrial Revolution was more positive or more negative.
Students will complete this activity including three accurate historical facts, and scoring at least a
4 out of 5 on the teacher designed rubric.
1 day
WHERE, EXPLORE, REFLECT
Lesson 2: Following a lesson on the factors of the Industrial Revolution, students will analyze,
annotate and decipher the main idea and historical importance of historical documents of the
Industrial Revolution with 85% accuracy.
1 day
HOOK, EXPLORE
Lesson 3: After completing a guided visual discovery of pictures and a class discussion on Jacob
A. Riis How the Other Half Lives, students will select one picture and write a narrative of well
sequenced events using effective writing techniques. Students will be required to include at least
five facts from the Industrial Revolution learned from previous class discussions scoring 80% on
the Common Core Writing Rubric.
2 days
HOOK, REFLECT
Lesson 4: After a class discussion reviewing the harshness of working conditions children had to
endure during the Industrial Revolution and currently in todays third world countries, students
will participate in a factory simulation and will write a paragraph reflection on how the working
conditions and demands would affect their lives, writing at least three ways it would impact their
lives with 80% accuracy.
1 day
REFLECT, EVALUATE
Lesson 5: After analyzing a document on the growth and impact of manufacturing on modern
America, students will use evidence from all documents from the unit to complete a document

based essay question on the positive or negative impacts of manufacturing on American culture
scoring 85% on the Common Core Writing Rubric.
1 day
EVALUATE, REFLECT
Lesson 6: After a class field trip to Ellis Island, and individual research on immigration, students
will select a specific ethnic group coming to the United States and turn in a three page reflection
paper, including specific push and pull factors for this group. Students will complete this activity
including 4 historically accurate facts, and scoring at least 4 out of 5 on the common core writing
rubric.
2 days
HOOK, EXPLORE
Lesson 7: After learning about monopolies and American regulations on businesses, students
will work in groups to create a podcast of a mock radio interview that discusses monopolies, how
they impacted modern business infrastructures, and whether or not they should be legal
addressing all aspects of the project and scoring 80% on a teacher designed rubric.
2 days
HOOK, EVALUATE, REFLECT
1 Day Unit Test