NAME

WEEK

SUBJECT
PERIODS

WEEKLY LESSON PLANS

Day of
Week

MONDAY

Topic

Child Interview

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).

Objectives

Students will be able to analyze the impact of industrialization by interviewing a

child.

Lesson
Introduction

Students will begin class by watching a video on a childs description of the world
and their positive outlook. They will then compare it with the interview that they
conducted over the weekend and discuss it with a classmate.

Lesson
Body &
Student
Activities

Students will take the interview they conducted with a child and write about their
experience. They will write a paragraph about observations the child made that
surprised them and how the child viewed our world. They will then get in groups of
three and share their paragraphs with each other. Each group will submit a paper
about the things that each child had in common, or unique perspectives.

Lesson
Closure

At the end of the lesson, students will perform an exit slip about what they learned
from the child in one sentence.

Assessment
s (EL, PM,
S)

The whole concept of the interview is a way for students to understand that they can
learn from everyone. Each assessment will teach the students the apparent effect
that industrialization is having on the earth and how children accept the world
theyre born into.

Resources
&
Textbook Pg

Interview transcript

Adaptations

Students that are learning English may write a few sentences with the main ideas of
their interview instead of a paragraph.

Day of
Week

TUESDAY

Topic

Cultural impact Industrial Revolution

Content Std

10.3.3. Describe the growth of population, rural to urban migration, and growth of
cities
associated with the Industrial Revolution.
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 ideas of industrialization taking place to the
impact on the lives of the workers of the industrial Revolution.
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NAME
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Lesson
Introduction

Students will perform a quick write on the following: How has power been abused in
the previous chapters we covered? How might we see something similar in the
Industrial Revolution? Students should get the point that power isnt only held
politically, but economically as well.

Lesson
Body &
Student
Activities

Students will take guided notes on the impact of Industrialization on the people.
Specifically the rights it took away from the people and how it affected the middle
class. Students will participate in discussion and will then read an excerpt of a list of
complaints by the labor movement. They will work in groups of 3 and will read then
answer the questions about the ethics of industrialization.

Lesson
Closure

Students will respond to the conditions of the industrial revolution by writing 5

emotions that they would feel if they were in the same position as the workers and
why. They will turn it in on a half sheet of paper on their way out the door.

Assessment
s (EL, PM,
S)

The reading and questions will be a way to assess directly the material from the text
and to make sure they understand the specifics of the industrial revolution, but the
exit ticket will make sure that students are able to understand the emotional and
lasting personal affects of the industrial revolution on the population.

Resources
&
Textbook Pg

9.3 labor reading

Adaptations

Students that struggle with reading will be grouped with the students who excel in
reading. Students will be able to work together to collaborate for the answers on the
hand out.

Day of
Week

WEDNESDAY

Topic

Urban Planning Project

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.
10.3.5. Understand the connections among natural resources, entrepreneurship,
labor, and
capital in an industrial economy.

Objectives

Students will be able to identify the causes of Industrial problems in New York

Lesson
Introduction

Students will begin class by talking to a classmate about the differences between the
labor situation in the 1800s to today. They will try to understand what changes
made it possible.

Lesson
Body &
Student
Activities

Students will be given an urban planning project to begin. First students will be
introduced into New York society in 1890. They will be instructed on the problems
with society and things that people want changed. They will be tasked with fixing
these problems as the governing body of New York.

Lesson
Closure

At the end of the lesson, they will write down a list of 20 things they do each day and
bring it back to class the next day.
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Assessment
s (EL, PM,
S)

The lesson introduction will show if the students are ahead of the game already. If
they can correctly identify the bridge of what brought us to current society, then they
are ready for their project. If not, I will need to assist them more throughout the
week.

Resources
&
Textbook Pg

Project guidelines handout.

Adaptations

Students will be grouped in 4s and students that are positive leaders will be grouped
with students with disabilities as they will likely be able to utilize their strengths.

Day of
Week

THURSDAY

Topic

Urban Planning Project

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.
10.3.5. Understand the connections among natural resources, entrepreneurship,
labor, and
capital in an industrial economy.

Objectives

Students will be able to create government regulations and programs to better the
economy of the 1890s in New York.

Lesson
Introduction

Students will bring the list of 20 things they do each day to class. They will partner
up and each thing that one student says, their partner must say what, if anything,
requires regulation or government programs.

Lesson
Body &
Student
Activities

Students will get a brief instruction to help them with the idea of reform. I will give
them insight on how they will fix the problems of the industrial revolution by
implementing strategies that we see today. The students will then be able to get into
their groups and work on their project. They will pinpoint 10 goals for their city to fix
the problems of industrialization.

Lesson
Closure

Students will respond to the prompt: Can there be too much regulation? What might
happen to businesses?

Assessment
s (EL, PM,
S)

The introduction will be the most important part of the lesson. This will be the bridge
from the problems of the industrial revolution to the solutions. If students understand
this concept they will have a much clearer understanding.

Resources
&
Textbook Pg

Textbook 9.3, Project handout

Adaptations

The students will be strategically paired. In addition, they will be given specific
examples that are printed out and given to students. This will give students clear
examples and help them get to the next step.

Day of
Week

FRIDAY
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NAME
WEEK

SUBJECT
PERIODS

Topic

Urban Planning Project

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.
10.3.5. Understand the connections among natural resources, entrepreneurship,
labor, and
capital in an industrial economy.

Objectives

Students will be able to create a city plan to fix the problems of industrialization

Lesson
Introduction

Students will get into their groups and review their goals for their project. They will
write a sentence for each goal of how to implement their goal.

Lesson
Body &
Student
Activities

After students have written a sentence about their goal, they will work to provide 5
steps on how to implement each goal. Students will consolidate these steps and
their goals into a presentation of their choice including images, an introduction, and
a conclusion.

Lesson
Closure

Students will meet with their group once more and discuss how to put together their
information whether it means they meet outside of class or virtually through a
collaboration website.

Assessment
s (EL, PM,
S)

The lesson introduction will be a way to assess if the students can articulate how
they wish to achieve their goals. Teams that concisely get to their point and include
detail will have an easier time putting their sentence into steps. Teams that are
vague and do not include details will need further help or instruction.

Resources
&
Textbook Pg

Project handouts.

Adaptations

Students that need additional help with their steps (because their sentences were
vague) will be given extra help in the form of further examples. There will be a
handout with examples of a completed project for them to gain understanding.

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