Goals & Objectives

Students will know about the growth of inventions and the growth of poverty during the Industrial Revolution era.

Students will be able to demonstrate their understanding of new inventions by investigating  invention from the time period and presenting their findings to the class.

Students will be able to analyze the effects of the Industrial Revolution on the working-class poor and how that led to the growth of poverty.

California State Content Standard

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

Common Core Literacy Standards

CCSS.ELA-Literacy.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 
CCSS.ELA-Literacy.RH.11-12.:Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.W.11-12.1. develop claim(s) and counterclaims fairly and thoroughly supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. 

Driving Historical Question

​What new opportunities and risks did industrialization bring, and how
did it reshape American society?

How did conditions change for industrial workers in the late nineteenth century, and why? 

Lesson Introduction Time: 10mins

Students get into groups of three. Each group will have a chart paper that has the term, Industrial Revolution written across it in the middle. Teacher will have a PowerPoint prepared with directions. Directions as followed:
1) Students get into group and three and pick up a chart paper from the teacher.
2) Group members decide which member is the recorder/writer.
3) Groups then discuss the term Industrial Revolution and the recorder, using a marker that was supplied by the teacher, writes the key terms or ideas the group members discuss on the chart paper.
4) Using the terms and ideas written on the poster the group then comes up with a working definition of the term Industrial Revolution.
5) Groups will then present their working definition to the whole class.
6) Teacher collects chart paper to hang up for students to view and then vote on which working definition will be that class period's working definition for the Industrial Revolution.

Vocabulary (Content Language Development) ‖
Time: Throughout lecture Prezi

Suffrage
Disenfranchisement
Nativism
Progressive
Assimilation
Muckraker
Robber Baron
Urbanization
Political Machine
Populis

Content Delivery 

The content for this portion of the unit will be delivered via lecture with the assistance of a Prezi PowerPoint. As the teacher goes over the Prezi PowerPoint, students will take notes within their guided notes. Students can ask questions at anytime during the lecture as long as they raise their hands. Teacher will add more background details and "stories" to keep students engaged in the Prezi PowerPoint.

​Student Engagement (Critical Thinking & Student Activities ‖
Time: 1 day of lecture then student activity (research project).

​Guided notes during lecture. Guided notes will highlight the main ideas surrounding the Industrial Revolution and prepare the students for their summative examination. 

Activity in beginning stages where students get in groups of three to four in order to research an invention during the Industrial Revolution. Groups will create a presentation on the invention they are researching in which they will need: a picture, at least three pros of the inventions, at least two cons of the invention, why the invention was created in the first place (how the idea came about), who was the inventor(s), how the invention is still used today or how it has been modified/ obsolete, each groups members thoughts on the invention, and how the invention the group researched changed the landscape (11.2.2). The presentation can be done via poster, PowerPoint, scripted as a play, video advertisement, or any other approved presentation format.

11.2.2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

​Lesson Closure ‖
Time: Five minutes

Students will participate in a 3-2-1. Students will have the last 3-5minutes of class to write on a half sheet of paper three things that individual student learned, two questions that they still have, and one comment for the teacher. The 3-2-1 activity can include questions and or a comment about the research an invention assignment. Students can use their Guided Notes, video KWL charts (John Green) can help. An example would be:
3 things I learned
a) The Industrial Revolution caused an increase in immigration
b) Mass immigration the landscape began to change and cities where built to accommodate multiple ethnicities (thus we get little Tokyo or little Italy)
c) The building of cities created new technologies and inventions to help cities grow (such as New York, which would begin growing up instead of out)
2 questions
a) If my group makes a video advertisement for the research an invention project, how long does the video need to be?
b) Why were people called muckrakers?
1 comment
a) Pictures on the Guided notes would be helpful.

​ 
Assessments (Formative & Summative

Each individual is evaluated on their input into the project throughout the class time, such that are they participating actively with their group while researching the invention their group choose (formative). When the group presents the invention  researched to the class the teacher will then be able to grade their work and give the whole group a summative assessment grade. There will also be a summative exam that the students will take individually at the end of the unit.

Accommodations for English Learners, Striving Readers, and Students with Special Needs.

Content vocabulary list with both English and Spanish versions will be provided for English Learners prior to the unit beginning. Summative exam may be given orally when appropriate.

Striving readers will be provided a word bank with key academic terms and content terms. This word bank will also be available for the summative examination. 

Students with special needs such as a processing and tracking disorder will have extra time on assignments and have the capability to retake test (or be given an exam that focus on big ideas rather then specific details). However, group research project will be expected to be completed on time with the help of her two peers.

Extra time on invention project will be evaluated case by case.

Individuals who are unwilling (or have accommodations)to not present invention will have to at least present to the teacher either during lunch or after school.