Digital Unit Plan Template

Unit Title: Industrial Revolution Name: Cindy Chu

Content Area: Social Studies Grade Level: 10th
CA Content Standard(s)/Common Core Standard(s):

HSS 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
CSS RH 9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CSS RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Big Ideas/Unit Goals:

Students will be able to analyze events prior and following the Industrial Revolution and identify causes and effects.
Students will be able to explain how scientific and technological advances brought about massive social, economic, and cultural change.
Students will be able to analyze the emergence of capitalism as the dominant economic patter and the responses to it.
Students will be able to trace the evolution of work and labor and the beginnings of modern industrialization.

Unit Summary:
This unit will develop students abilities to analyze and critically think about causes and effects of the Industrial Revolution and how the advances achieved
through this time period allowed for macro-economic, social, and political changes. Students will also be able to understand the foundation of our current global
policies and utilize quantitative analysis to support ideas of urbanization and use that to support qualitative analysis.

Assessment Plan:
Entry-Level: Assign for homework a short piece
that rewords the questions posed in class today so
students may think more about the concepts. Also
allow for discussions that lets students access prior
knowledge.
Formative: Students will have to make flashcards
to define terms used in the unit. Students will have
to construct a visual (diagram or drawing) that
demonstrates they understand the connection
between coal, steam, iron and different
technological advances. The presentation will
allow students to show that they comprehend what
they read and understood the concepts.
Summative: Students will do an essay project
focused on a specifc topic of the Industrial
Revolution that demonstrates their overall
understanding of the unit. Unit exam with multiple
choice questions about concepts learned
throughout the unit. Will also include written free
response.

Lesson 1
Student Learning
Objective: Students will
review events leading into
Industrial Revolution and
why we shifted towards
industrialization and
capitalism.
Lesson 2
Student Learning
Objective:
Students will learn about
technological advances and
their effects on social,
political, and cultural
matters.
Lesson 3
Student Learning
Objective:
Students will learn effects
of urbanization.
Unit Resources:
Acceptable Evidence Lesson Activities: Use a graphic organizer with a list of wants and needs and have students place them
(Assessments): into each category, while thinking from the perspective of someone living during the Industrial
Student will create a Revolution. This activity will allow students to link consumerism with industrialization. After defining
timeline for homework what industrialization is, ask students to brainstorm what factors they think were necessary for
that incorporates what industrialization to occur (political, social, economic, physical factors).
theyve learned today.
Acceptable Evidence: Lesson Activities: After reviewing what students came up with last lesson about the factors they thought
Students will have to were necessary for industrialization, the teacher will lead lecture on different resources that inspired
construct a visual (diagram technological advances of the time. These would include coal, steam, iron, and cotton. Students will also
or drawing) that read their textbooks for more information.
demonstrates they
understand the connection
between coal, steam, iron
and different technological
advances.
Acceptable Evidence: The Lesson Activities: Provide primary source excerpts of working conditions during urbanization and
presentation will allow industrialization. Split students up into different groups with different primary sources so they may
students to show that they become specialists in their document. Also pass out different quantitative data about increase of
comprehend what they population and effects of urbanization out for student groups to analyze. Afterwards, have each group
read and understood the present what they learned to the rest of the class and discuss.
concepts. Students will also
use things learned to
expand on in their
websercise.

https://www.khanacademy.org/partner-content/big-history-project/acceleration/bhp-acceleration/a/the-industrial-revolution
http://teachersinstitute.yale.edu/curriculum/units/1981/2/81.02.06.x.html
http://www.bbc.co.uk/history/british/empire_seapower/agricultural_revolution_01.shtml
http://www.conserve-energy-future.com/causes-effects-of-industrial-pollution.php
http://www.clemson.edu/caah/history/FacultyPages/PamMack/lec122/britir.htm

Useful Websites:

https://www.britannica.com/event/Industrial-Revolution
http://history-world.org/Industrial%20Intro.htm
http://www.history.com/topics/industrial-revolution