DRAFT UNIT ED 593

Course Title and Code: ED593O2- Curriculum Development

Unit Title: The Industrial Revolution (focus on the second Industrial Revolution between 1865-1905)

Grade Level(s): 7th and 8th grade

Unit Description: Students will be exposed to the many facets of the Industrial Revolution and will learn just how great an impact this
revolution had on society. Specifically, students will be able to understand that the U.S. experienced a
Second Industrial Revolution following the Civil War. They will be able to understand the formation of
Big Business and how it changed the economy. Finally, students will also gain an understanding of how
life changed for the worker as a result of increasing industrialization.

Stage 1 - Desired Results

Standards- What are the content standards and mission related goals?

CCSS.ELA-LITERACY. RH. 6-8.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.4- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.

SS:HI:8:4.2: Examine the causes of conflict between management and labor, e.g., the Pullman Strike or the Air Traffic Controllers Strike of
1981. (Themes: A: Conflict and Cooperation, D: Material Wants and Needs, H: Individualism, Equality and Authority)

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Meaning
Understandings (U): Essential Questions (Q): What thought-provoking questions will foster inquiry, meaning making and
What kinds of long-term transfer?
independent
accomplishments are o What are some recent examples of workers coming together to stand up against an injustice in the
expected? workplace?
- Students will o How can an extreme wealth gap between the low, middle, and upper class affect society?
know that the o Do those who are prosperous have a moral obligation to assist those who are needy or impoverished?
Second Industrial o What are the proper business ethics and who decides?
o How do workers come together to improve conditions and treatment that they view as unfair in the
Revolution and
workplace and gain power?
technological
o Are businesses today still organized in the same fashion as they were during this time period
innovations
changed the U.S.
Economy
know that change
occurred in the
way that business
were organized and
some Americans
opposed this
change
know that the
Second Industrial
Revolution
changed the life of
the American
worker
know that a
number of
organizations
formed to improve
the working
conditions for the
worker
know that some

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many strikes
occurred to bring
awareness to the
deplorable working
conditions, such as
the Pullman Strike

Students will Students will be able to .. (Skills)

know.. [verb phrases- discrete skills and processes to use]
(Knowledge)
[ noun phrases-facts and o Express their findings orally and in writing
basic concepts to recall] o Visually represent the stages of business growth
o Collaborate with other students to use their newly gained knowledge and express their own opinion
o The social effects of o Diagram and give examples of vertical and horizontal integration
the Industrial
Revolution
o Major inventions and
inventors from the
1800s
o The stages of business
growth
o The social effects of
technology on daily life
o Prominent strikes that
took place and the
results
Stage 2 Assessment Evidence
Learning Targets: Performance Task:
Examine the living GOAL: Your task is to create a Padlet board on one of the major inventions during the second Industrial
conditions in the towns and Revolution. The goal is to create a board that will allow other students to learn not only about the major
identify the changes that took invention, but will help them to understand how workers were affected, who benefited from the invention, and
place when the Industrial what this invention meant for the U.S. as a country. Moreover, the goal of this task is to make sure that the

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Revolution began; Recognize information is presented in a logical manner and that students use a variety of different sources as well as include
the development of videos or pictures to their boards.
transportation and
communication that was ROLE: Your job is to work as a group to all find information on your major invention from credible sources as
taking place during the well as to ensure that all of the questions that were posed are answered through the use of Padlet.
Industrial Revolution; AUDIENCE: Remember that your target audience is your classmates who will be using this information to
learn more about each important invention during the second Industrial Revolution and what this meant for
society.
Common Formative
Assessments: Students will SITUATION: The challenge involves being able to comb through online resources to find credible information
complete exit slip questions about your invention as well as to find primary sources that will allow you and your classmates to learn what this
or knowledge will be invention meant to the revolution as well as the impact that it had on society at the time. The challenge will be to
demonstrated based off of make sure that all of your sources are appropriate and that information found is presented in a logical manner.
collaborative group work PRODUCT: You will need to develop a Padlet board so that classmates can access your board and learn about
products your invention. Furthermore, you will need to create a Padlet board in order to share with others the importance
Performance Task of this invention and how the country was infected by such a technological improvement.
Description: (T) Students STANDARDS/CRITERIA: Your product must meet the following criteria: 1) demonstrate the central ideas or
will be required to work in a information of secondary sources found on the internet and accurately summarize each source distinct from prior
small group to research one knowledge or opinions. 2) use words and phrases as they are used in a text, including vocabulary specific to
of five major technological domains related to history/social studies 3) full and accurate response to all questions posed 4) show that a variety
advances that were made of sources were used to complete the Padlet board 5) Sources were cited accurately and completely using APA
during the second Industrial citations
Revolution. During this task
students will have access to a
computer lab and use Padlet
to create their own boards as
a group. Each board will
include information, pictures,

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and videos that can be shared

with the class.

Stage 3 Learning Plan

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Anticipated Numbers of Days/Weeks for Unit

Core Unit
Vocabulary This unit will take place over a week and a half period and should take no more than eight 45-50 minute class
periods to complete.
- Bessemer Process
- Transcontinental Outline of Unit:
Railroad
- Laissez-faire Day 1 Day 2 Day3 Day4 Day 5 Day 6 Day 7 Day 8
-John D. Rockefeller
- Andrew Carnegie
- Depression - Intro - - Learning - Using -Political - - Formation - Final
- Sweatshop to Explorin through Padlet to Cartoons/Gil Learning of big assessm
- Entrepreneur unit/ho g advertiseme learn about ded Age about business ent in
- Alexander Graham ok interacti nts major poor and they fewthe form
Bell video ve technologic working who were atof a talk
- Verical Integraion and activitie - Use al condition the top show
- Monopoly clicker s and overhead advanceme s and
mania videos projector, nts - Using iPads what -Research In
- Horizontal
to help SMART to find happene the
Integration
-Use learn Board so - Using cartoons as d as a computer
- Blacklists socrativ about students Padlet and well as work result lab
- Sherman Antitrust e the can iPads with a group (Pullman
Act average examine to strike)
- Steel life of a and think collaborate
- Civil War worker about the and discuss -
- Patent during effect of the different Powerpo
- Standard Oil this advertisem cartoons int and
- Industrialization time ents during lecture
this period
- Use
comput
er lab
for
games
and

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activitie
s

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W - Ensure that students understand WHERE the unit is headed, and WHY.

The Industrial Revolution was a crucial part of our history and had certainly had a lasting impact in our society, culture, and
economy. In this unit students will learn through a variety of activities about the formation of big business, how life changed
for the worker, about the poor working conditions that they had to fair, they will learn about some of the technological
advancements that were made, and the unit will culminate with a talk show which will allow students to share their thoughts
on what they learned and to demonstrate how these changes are still affecting us today.

H - HOOK students in the beginning and HOLD their attention throughout

Students will be lead into this unit by personalizing the unit and bring students back to when the industrial revolution
started. Students will each be given a flashcard that tells them their current place in society (based off an actual person), what
they do, where they work, if they are healthy, poor, or rich. I will explain to the students that these stories are real and that
they are now this particular person for the unit. Students will use the mobile iPad lab that the school has to then quickly look
up their person and share that they found with the class. At the end of the unit students will form their view passed off of how
they think their person would have reacted to the Industrial Revolution and the role they would play in it.

Additionally students will watch the video, The Children of the Industrial Revolution, which shows pictures of children during
the revolution to a catchy tone. Link to video: http://www.youtube.com/watch?
v=E_tFFQyEu_Q&feature=PlayList&p=866CE3CAA2AE0D6E&playnext=1&playnext_from=PL&index=3

E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.

Students will be lead through this unit by participating in a number of formal assessments and at the end will participate in a
summative assessment. Knowledge will be obtained in a number of different topic areas and will be demonstrated in the talk
show at the end of the unit. Moreover, students will be able to demonstrate their knowledge and gain understanding through
using a variety of different technological resources such as videos, interactive activities, using clickers through socrative, as
well as using iPads.

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R - Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE
their work.

Although students will be completing a variety of different activities students will be able to rethink and reflect on their
progress through completing exit slip questions after their formative assessments and receiving feedback on their work. Since
this unit will only take place over a week and a half, students will be able to revise and reevaluate their work through
collaborating with other students as well as using the feedback they receive to gauge how they are performing.

E - Build in opportunities for students to EVALUATE progress and self-assess

Students ability to evaluate their progress and self-assess how they are doing is absolutely critical to their success. After
several of the assignments students will be able to share with me how they are doing and what they could improve on by
filling out a quick evaluation sheet. This way students are open and honest with themselves and me on how they are doing.
Self-reflecting on how they are progressing should help each student to succeed.

T - Be TAILORED to reflect individual talents, interests, styles, and needs.

The assignments in this unit are extremely diverse and allow students to demonstrate their abilities and understanding
through a number of formats. Students will be able to create cartoons, collaborate with other students, learn through
interactive methods, and participate in a culminating assessment that allows for a performance and dialogue of their gained
knowledge.

O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage

Since this unit will take place over such a limited amount of time the content had to be presented in a very logical order and
in a manner in which students could use their knowledge and implement it in other assignments. The assignments in this unit
are in an order which also allows students to see how one event led to another event and to further analyze a topic in the next
or future class session. The topics that are selected are ones that also will allow students to gain a deeper understanding of
the content, since students are doing assignments which allow them to conduct research, look at artifacts, create products,
and be creative.

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Learning Activities (L): What is the goal for each activity, task, event? The goal for each activity in these lessons is to expose
students to the many facets of the second industrial revolution and to highlight for them how great of an impact the second industrial
revolution is still having on our society today. Student should also make real-life connections to the content that is being taught in order to
apply this knowledge to other contexts and to future tasks. Finally, students will be asked to analyze, interpret, and hypothesize about why
certain things took place.

Hooks (for other formative assessments) 1) Demonstrate to students how they are still being impacted by the second
Industrial Revolution by having one student from the class come to the front of the class to complete a task. This task might
include making a phone-call and checking email. (but before the student gets to the front of the class I would have removed
the phone and disconnected the computer). I will then ask the class, Why was this student not able to complete the task?
Students will share answers. How else could we complete this task within this room? This will hopefully lead to a discussion
about how people accomplished tasks before certain inventions were created. (Lesson on new inventions during the second
revolution)

2) Today we are going to talk about some of the people that were very successful during this time period. But first, I want to
talk about television. I want you to think of your favorite commercial. If you dont have a favorite commercial just pick one
that you like and that you know well. I want you to share this with the person sitting next to you and explain why you like it.
Now I want you to think for a minute and then write down your ideas about the following question. What could historians in
the future learn about our culture from watching your favorite commercial? (Lesson on learning about what ads tell us about
the second industrial revolution)

Required Learning Activities:

1) Introduction: Vocabulary, Clicker Manina, KWL Chart

2) Exploring Interactive Activities and Videos about the average worker
3) Learning through Ads and the causes of the Second Industrial Revolution
4) Technological Advancements
5) Political Cartoons the Gilded Age
6) Poor working conditions
7) Big business in the hands of a few
8) Talk Show

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Suggested Learning Activities:

1) Research in the library

2) Using iCivics
3) Journaling or Role Playing

Resources:

- http://www.teachersfirst.com/lessons/inventor2/ (This will be used for Day 2 Lesson in which students will be able to
use their iPads to go to interactive websites that will teach them about the Industrial Revolution)

- http://www.bbc.co.uk/history/british/victorians/launch_gms_muck_brass.shtml (This interactive game will be used by students

on Day 2. This game allows students to imagine that they are running a city at the height of the industrial revolution. Although
this simulation takes place in Britian it shows students how we also experienced the same kind of industrial revolution in the
U.S. )

-http://www.losal.org/cms/lib7/CA01000497/Centricity/Domain/340/Politcal_cartoon_analysis.pdf (On day 5 students will

examine political cartoons and discussing how these cartoons affected this time period. This is just an example).

-http://sheg.stanford.edu/upload/Lessons/Unit%206_Gilded%20Age/Pullman%20Strike%20Lesson%20Plan.pdf (Day 6 lesson on

the Pullman strike)

-Pullman strike video: http://www.youtube.com/watch?v=u-mfW_v57LA

- www.brainpop.com

- www.padlet.com

- , http://player.discoveryeducation.com/index.cfm?guidAssetId=1F8F8802-A474-45AB-B634-
C6B0A32E55FF&blnFromSearch=1&productcode=US
- http://player.discoveryeducation.com/index.cfm?guidAssetId=030CFF5C-1B78-4AB4-A108-

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0AC743F103BF&blnFromSearch=1&productcode=US

- http://lessons-from-history.com/history-project-management/second-industrial-revolution-menu/second-
industrial-revolution

- http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/pdf/teacher_guide.pdf

Common Misconceptions: Many students often think of the beginning of the Industrial Revolution and forget that a lot happened in the later
half of the Industrial Revolution which greatly impacted the economy, workers, and how things were produced. Moreover, it is often
misunderstood that although the second industrial revolutions brought about many positives, many people were impacted by the wealth only
being held by a few. Finally, this time was also about technology advancements and the ability to travel places faster, have more tools at our
disposal, and a movement away from human labor.

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