Student: Ryan Mulholland

Course: EDU 516

Grade: 10
Content Area: Social Studies

Professor:
Dr. Charles Howlett
Date: February 26, 2015
Topic: Industrial Revolution

INSTRUCTIONAL OBJECTIVE(S)
After engaging in a two-minute writing activity to gauge students knowledge of the Industrial
Revolution, students will watch a three-minute video on the topic and will be led through a class
discussion about the Industrial Revolution, which will include use of a graphic organizer to break
down big ideas, and a Ticket Out activity which will assess what they learned for the day.
Key Concepts: Industrial Revolution, industrialization, laissez faire, mass production, assembly line,
child labor, Social Darwinism, Socialism
STANDARDS AND INDICATORS FROM NEW YORK STATE
COMMON CORE LEARNING STANDARDS
Social Studies Standard (NYS) #2: World History
Students use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history
from a variety of perspectives.
Indicator:
This will be evident as the students will engage in a Ticket Out activity that will assess
whether they understand what the ramifications of the Industrial Revolution were on the
history of the world, specifically judging whether they have an idea of what might happen
next in World History.
Social Studies Standard (NYS) #4: Economics
Students use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce
resources, how major decision making units function in the U.S. and other national economies, and
how an economy solves the scarcity problem through market and nonmarket mechanisms.
Indicator:
This will be evident as students will learn about the economic systems that resulted from the
Industrial Revolution including capitalism and laissez faire. They will demonstrate their
knowledge of this during a class discussion on the topic.
English Language Arts Standard (CCSS): Speaking and Listening (SL 8.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
Indicator:

This will be evident when students work in pairs during a Think-Pair-Share activity to
decide what possible negative effects could arise from the Industrial Revolution. They will
present their ideas to the class.

MOTIVATION
The teacher will start off with a thought-provoking Free Writing activity, where students will share
their final product with the class which will ensue a class discussion. Students will be engaged with a
PowerPoint presentation that highlights key words in red, ensuring that students are paying attention.
Two online videos will also be shown regarding the Industrial Revolution and child labor which will
be followed by a class discussion. Students will also be motivated by a Think-Pair-Share activity
which will encourage them to think critically by themselves and with a partner and share with the
class.
MATERIALS

Projector Screen
Computer for Powerpoint
Graphic organizers
Homework sheet

STRATEGIES

Free Writing: Students will start off the class with a Free Writing activity where they will
write everything they know about the Industrial Revolution for 2 minutes straight without
picking up their pen. This will encourage them to write everything they know about the topic,
no matter who minor it might be, and spur on critical thinking.
Think-Pair-Share: Students will listen to the question of What could the negative effects of
the Industrial Revolution possibly be? and will then think for one minute by themselves what
those effects might be, then will spend one minute discussing with a partner, then will discuss
their ideas with the class.
Graphic Organizer: Students will receive a graphic organizer that visually shows the causes
and effects of the Industrial Revolution as well as the big ideas. Throughout the Powerpoint
presentation, the words that are in red are buzz words that should be included somewhere on
the graphic organizer.
Ticket Out: Before students leave they will have to write down what they think the long-term
effects of the Industrial Revolution might be and what the next events in World History might
be. They will hand this in and the teacher will review before the next class in order to assess
whether the students understood the ramifications of the Industrial Revolution on the world.
Independent Practice: Students will go home and read a recent article about the potential
future 4th Industrial Revolution and will discuss what technological inventions might be in
store for that.

ADAPTATIONS

A student with poor fine motor skills will be given a graphic organizer that is already filled in
so they do not have to fill out the chart throughout the class and can instead focus on listening
to the lesson.

DIFFERENTIATION OF INSTRUCTION
Tier 1: Students will be given a Industrial Revolution graphic organizer handout with only
each bubble labeled, Causes, Effects, and Big Ideas. While following the teachers
instruction, students will be responsible for filling in the sheet.
Tier 2: Students will be given a Industrial Revolution graphic organizer handout with each
bubble labeled and some of the answers already filled out. While following the teachers
instruction, students will be responsible for filling in the rest of the sheet.
Tier 3: Students will be given a Industrial Revolution graphic organizer handout with all of
the powers already filled out.
DEVELOPMENTAL PROCEDURES
Developmental Procedures include Activities and Key Questions.

Students will write for 2 minutes all that they know about the Industrial Revolution so the
teacher can assess the students knowledge base before starting the lesson.
o What was the Industrial Revolution? Who were some of the key players? What were
some key events during the Industrial Revolution? What were causes and effects?
The teacher will play a three-minute video about the Industrial Revolution from the History
Channel (www.history.com/topics/industrial-revolution/videos/the-industrial-revolition.
o What was the Industrial Revolution? Who were some of the key players? What were
some key events during the Industrial Revolution? What were causes and effects?
Students will be led through a class discussion about the Industrial Revolution.
o What was the Industrial Revolution? Who were some of the key players? What were
some key events during the Industrial Revolution? What were causes and effects?
What economic systems and philosophies resulted?
Students will receive a graphic organizer with bubbles labeled Causes, Effects, and Big
Ideas, and will be responsible for filling it out with the teachers guidance.
o What were the causes, effects and big ideas of the Industrial Revolution?
Students will work in pairs to discuss what possible negative effects could have occurred from
the Industrial Revolution, considering mostly negative effects had been discussed to that point
in the class.
o What were the negative effects of the Industrial Revolution?
Students will watch a two-minute video (www.youtube.com/watch?v=KTSsAFKPpBI) about
child labor during the Industrial Revolution.
o Why was child labor necessary? What were some of the poor and unsanitary
conditions children experienced?
Before students leave class, they will have to write at least 2 sentences about what they think
might be the next stage of world history after the Industrial Revolution.
o What were the long-term effects of the Industrial Revolution?

ASSESSMENT

Students will be assessed during class as each student will briefly explain their knowledge of the
Industrial Revolution at the start of the class, which will act as a pre-assessment.
Students will also be assessed throughout the lesson including when they share their thoughts on the
possible negative effects of the Industrial Revolution during the Think-Pair-Share activity.
Students will be assessed during their ticket out and homework activity which will test their critical
thinking skills as far as understanding what the ramifications of the Industrial Revolution were and
how it set the world up for continuing industrialization.
INDEPENDENT PRACTICE
Students will go home and read a recent article about the potential future 4th Industrial Revolution
and will discuss what technological inventions might be in store for that.
FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT
Academic Intervention:
Students will have access to an extra-help session either before school or after school to review the
big ideas of the Industrial Revolution as well as precursors to it, in order to better understand the big
picture of the world at that point in history. They will also be encouraged to use the online flashcard
site, Quizlet, to review big ideas: http://quizlet.com/3215714/industrial-revolution-quiz-flash-cards/
Academic Enrichment:
Students can build on the independent practice activity and write a 2 page paper citing at least 5
sources regarding what the 4th Industrial Revolution might entail. This will act as an extra credit
activity.

TEACHER REFERENCES
Global History and Geography (2012) Goldberg, S. and Clark Dupre, Judith. Pearson Prentice Hall:
Lebanon, IN
History Channel, The. Industrial Revolution Videos. Retrieved February 26, 2015 from
http://www.history.com/topics/industrial-revolution/videos/the-industrial-revolition
Hodgson, Neil (2014). UK Must Work to Exploit 4th Industrial Revolution. Retrieved February 26,
2015 from http://www.liverpoolecho.co.uk/news/business/uk-must-work-exploit-fourth8686422
Quizlet. Industrial Revolution Quiz. Retrieved February 26, 2015 from
http://quizlet.com/3215714/industrial-revolution-quiz-flash-cards/
Youtube.com. Child Labour during the Industrial Revolution. Retrieved February 26, 2015 from
https://www.youtube.com/watch?v=KTSsAFKTpBI

Name______________________
Mr. Mulholland

Date_______________

Industrial Revolution Graphic Organizer (T1)

Causes

BIG IDEAS OF INDUSTRIAL REVOLUTION

EFFECTS

Name______________________ Date_______________
Mr. Mulholland
Industrial Revolution Graphic Organizer (T2)

Causes

Geography of Great Britain

________________________
Capital for investment
______________________

BIG IDEAS OF INDUSTRIAL REVOLUTION

Factory System
________________________________________
Mass Production
________________________________________
________________________________________

EFFECTS

Laissez Faire
________________________
Class Structure
______________________
Improved transportation

Name______________________ Date_______________
Mr. Mulholland
Industrial Revolution Graphic Organizer (T3)

Causes
Geography of Great Britain
Population Growth/Movement to cities
Capital for investment

Energy and technology

BIG IDEAS OF INDUSTRIAL REVOLUTION

Factory System
Assembly line
Mass Production
Inventions: steam power, improved textile making and
iron-making

EFFECTS

Laissez Faire
Big Business
Class Structure
Urbanization
Improved transportation

Name__________________________ Date_____________________
Mr. Mulholland

Homework

History Repeating Itself?

As you learned today, Great Britain were the leaders of the worlds
First Industrial Revolution. The Second Industrial Revolution revolved
around the construction of railroads and large scale iron and steel
production in the late 1800s up until World War I. The Third
Industrial Revolution was also known as the digital revolution, where
technology changed from analog and mechanical, to digital and
electronic.
This article talks about how Great Britain could be the leaders for a 4th
Industrial Revolution. In approximately 100 words, talk about what
you think the 4th Industrial Revolution could be comprised of. There
are no wrong answers!
We will discuss this at the start of the next lesson.

Liverpool Echo, February 23, 2015

UK must work to exploit 'fourth

industrial revolution' - EEF
By Nelil Hodgson
New research out today shows that Britain is on the cusp of a global, technology-driven
fourth industrial revolution.
Eight in 10 manufacturers say it will become a business reality by 2025.
However, the UKs ability to be a frontrunner hangs in the balance and in a stark warning to
the next Government 58% say that the UK is in danger of being left behind.
The report, by manufacturing organisation EEF, shows that 88% of manufacturers say the
UK should be taking a leading role in the fourth industrial revolution, known as Industry 4.0;
66% say that UK manufacturings ability to compete globally will depend on keeping up
with advances in technology.
However, 14% say the UK is readily equipped for a leading role with the main challenges
being the levels of investment required (70%), impact on skills (59%) and keeping on top of
technological advances (58%).
And they believe there is everything to play for with 50% saying that the rapid advance in
technology will enable more reshoring of production back to the UK, while 63% say there
will be increased demand for highly skilled workers.
Meanwhile, 78% of manufacturers say that Government, industry and academia must work
together to secure the UKs role in the fourth industrial revolution.
Darrell Matthews, North West EEF director, says: The fourth industrial revolution will
change the global face of manufacturing beyond recognition.
The UK must take a leading role if we are to realise our ambitions for a healthy, balanced
and growing economy.

The next decade will bring great and rapid change and the early-adopting nations will
maximise the opportunities presented by new technologies and thrive as a result.
There will inevitably be winners and losers, which is why we should take note when
manufacturers say there is a real danger of the UK being left behind.
He added: Our sectors ability to remain on top of the fourth industrial wave hinges on the
decisions made now and over the next decade by consecutive governments.
We must continue to establish the foundations to support our manufacturing renaissance,
particularly alleviating the pressure that Industry 4.0 will place on investment and skills.
It is vital that the Government steps up to this challenge and works hand-in-hand with
manufacturers and academia to ensure that the UK is not left behind.
Pam Murphy, chief operating officer at Infor, one of the reports sponsors, said: Industry
4.0 is about connecting an increasingly rich and diverse set of information and using it to
unlock new insights.
Through embracing the technological change required to achieve these insights, UK
manufacturing is well placed to enhance its reputation for productivity and service-led
innovation, cement its platform on the global stage, and take a leading role in this new
revolution.