NAME Zachary Cokely SUBJECT World History

WEEK4
PERIODS 2,3

WEEKLY LESSON PLANS

Day of
Week

MONDAY

Topic

Romanticism, Realism, Impressionism

Content Std

10.3.7. Describe the emergence of Romanticism in art and literature (e.g., the poetry
of
William Blake and William Wordsworth), social criticism (e.g., the novels of Charles
Dickens), and the move away from Classicism in Europe.

Objectives

Students will be able to correlate the ideas of nationalism to romanticism, realism,

and impressionism.

Lesson
Introduction

Students will respond to the following prompt and complete a quick write: What is
nationalism? Why was it an outcome of the French revolution and empire? Students
will write their answers then we will discuss them as a class.

Lesson
Body &
Student
Activities

The students will participate in a discussion about the rise of romanticism, realism,
and impressionism. They will take notes on key points and contribute to the
discussion. After the notes, the students will receive a study guide that covers key
points from the chapter for the test tomorrow. Students will then lead a review for
the class. Students will work on the study guide together and then will be able to air
their concerns regarding certain concepts.

Lesson
Closure

Students will stand up, and partner up with somebody on the other side of the class,
they will tell their partner a main idea from the chapter and hear one from their
partner. They will discuss each main idea until the bell rings.

Assessment
s (EL, PM,
S)

The lesson introduction will be the main assessment for the day. It will assess what
the students have been learning the past few days. Students will need to show an
understanding of nationalism as well as the significance and how it came about.
During the study guide/review time, I will walk around the class and make sure
students are understanding the material.

Resources
&
Textbook Pg

Textbook 8.4 study guide

Adaptations

Study guide will be clear and to the point to help students that study too broadly. I
will check in with students that are often off task to make sure they are working and
reviewing relevant material.

Day of
Week

TUESDAY

Topic

Test

Content Std

10.2.4 Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.
10.3.7 Describe the emergence of Romanticism in art and literature (e.g., the poetry
of
William Blake and William Wordsworth), social criticism (e.g., the novels of Charles
Dickens), and the move away from Classicism in Europe.
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NAME Zachary Cokely SUBJECT World History

WEEK4
PERIODS 2,3
Objectives

Students will demonstrate their knowledge through a test on chapter 7 including

Lesson
Introduction

Students will have 5 minutes to review for the test when they get into the room.

Lesson
Body &
Student
Activities

Students will take a test featuring multiple choice, matching, and short answer
questions.

Lesson
Closure

Students will submit their tests

Assessment
s (EL, PM,
S)

I will walk around while they share ideas monitoring their progress on the project.
The discussion will be an assessment on their ability to understand the Frances
situation as the Revolution happens. The final assessment will be the students
working on their political cartoon with me circulating the room to answer questions.

Resources
&
Textbook Pg

Chapter 8 test

Adaptations

Students that need more time to take the test will be sent to the library as to not be
disrupted by the next class.

Day of
Week

WEDNESDAY

Topic

Industrial Revolution

10.3.1. Analyze why England was the first country to industrialize

Content Std

10.3.4. Trace the evolution of work and labor, including the demise of the slave trade
and the effects of immigration, mining and manufacturing, division of labor, and the
union
movement.

Objectives

Students will be able to connect the end of nationalism in Europe to the beginning of
industrialization as well as its causes and effects.

Lesson
Introduction

Students will enter the class and begin writing in their notebook about their idea of
industry. I will ask them to write what they think of when they hear the word
industry, and how they think it came about.

Lesson
Body &
Student
Activities

Students will be introduced to industrialization and specifically how it began in

Europe beginning with England. The students will be given guided notes to follow
along with the presentation. At the conclusion of the note taking, students will focus
on the vocabulary of the new chapter by completing a crossword puzzle.

Lesson
Closure

Students will write a sentence combining 2 of the vocabulary words from the
crossword talking about industrialization.

Assessment
s (EL, PM,
S)

The crossword will be an assessment for vocabulary proficiency for the students. The
introduction activity will be a good way to inform instruction on what students know
already know about the new chapter. Lastly the exit slip will show how well students
understand the vocabulary words.
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NAME Zachary Cokely SUBJECT World History

WEEK4
PERIODS 2,3
Resources
&
Textbook Pg

guided notes, crossword puzzle, Chapter 9.1 in the textbook.

Adaptations

English language learners will benefit from the crossword puzzle, but those who still
struggle will get extra help with difficult words. The I will walk students through
certain words and make announcements on words that are tricky to help them fully
understand.

Day of
Week

THURSDAY

Topic

Era of Industrialization

Content Std

10.3.2. 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).
10.3.3. Describe the growth of population, rural to urban migration, and growth of
cities
associated with the Industrial Revolution.

Objectives

Students will be able to analyze the changes taking place in European society due to
industrialization by creating a flow chart.

Lesson
Introduction

Students will perform a quick write on the following prompt: Think about a time when
youre family made a big purchase. How did it affect how you lived day to day? This
should get students thinking about how industrialization will affect many households
by making goods more available.

Lesson
Body &
Student
Activities

Students will get a brief instruction on the changing European lifestyle during the
industrial revolution including major contributors and key factors. After instruction,
they will complete a flow chart of the major changes in Europe.

Lesson
Closure

To conclude the lesson, the students will draw a picture of a representation of

industrialization and will turn it in as they leave class.

Assessment
s (EL, PM,
S)

The flow chart will be able to assess the students understanding, not only of the
main ideas, but also the relationship of time between them.

Resources
&
Textbook Pg

Textbook 9.2 Flow chart organizer

Adaptations

Students will be allowed to work in groups to accommodate striving readers as they

will need to read out of the text book to create the flow chart.

Day of
Week

FRIDAY

Topic

Toll of Industrialization
Page 3 of 4

NAME Zachary Cokely SUBJECT World History

WEEK4
PERIODS 2,3
Content Std

10.3.5. Understand the connections among natural resources, entrepreneurship,

labor, and
capital in an industrial economy.

Objectives

Students will be able to connect readings of primary sources to the problems that
stem from industrialization.

Lesson
Introduction

Students will think about the question, what negatives come from our ability to
create so much? The idea the students should come up with is that we use our
environment. This should get them thinking that there are always consequences for
our actions good or bad.

Lesson
Body &
Student
Activities

Students will be split into groups of 5 and be provided a primary source document.
They will be tasked with dissecting the document and providing a sound analysis.
Students will then respond to several questions regarding the documents and
collaborate on the answers. We will go over each question as a class and I will
question them to make them think critically.

Lesson
Closure

The author in the primary source has a bias against the technologies of the industrial
era. Students will be asked what they thought of the authors point of view in the
primary source. They will turn in their answer on a half sheet of paper as they leave.

Assessment
s (EL, PM,
S)

The students answers to the primary source will inform instruction as well as tell me
how well they understand the topic. They should have a good understanding of the
effect on industrialization by the end of the day. I will grade these answers and
address the results the next class.

Resources
&
Textbook Pg

Primary sources, Worksheet questions

Adaptations

Striving readers and English learners will be strategically paired with students who
excel in reading. I will allow students to collaborate and encourage it. I will stay near
groups with students I believe may become disruptive or that I anticipate will need
help.

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