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Day 1

Topic: Introduction to the Industrial Revolution


Assessment: Homework assignment (graded by a rubric) with three question and class discussion.
Lesson and Goal: The purpose of this lesson is to examine how the Industrial Revolution was brought on
by social, economic, technological, and agricultural changes in 18th Century Britain. Students will learn
the importance of the textile and iron industry, transportation, and quality of life during this period.
On Day 1, teacher will begin with a brief overview on the Industrial Revolution and the main factors that
influenced it. Students will then read secondary source content (textbook) and be assigned to a group to
present on one factor responsible for the Industrial Revolution. Teacher allows students to work on
groups for the second half of the class.
Day 2
Topic: Introduction to the Industrial Revolution
Assessment: Group poster presentation on one factor responsible for the Industrial Revolution (graded
by rubric) and class discussion.
Lesson and Goal: The purpose of this lesson is to examine how the Industrial Revolution was brought on
by social, economic, technological, and agricultural changes in 18th Century Britain. Students will learn
the importance of the textile and iron industry, transportation, and quality of life during this period.
On Day 2, students will continue working in groups and present their poster presentations at the end of
the class period. Class will end with a group discussion about what they have learned. Teacher will pass
out final paper assignment to be completed at the end of the unit.
Day 3
Topic: Life in Great Britain during the Industrial Revolution
Assessment: Homework booklet consisting of various prompts on each theme of the lesson and notes
section on each partner presentation (graded by a rubric), as well as class discussion.
Lesson and Goal: The purpose of this lesson is to examine life in Great Britain during the Industrial
Revolution, focusing on themes such as politics and economics, science and medicine, society and
culture, and overall quality of life.
On Day 3, teacher will begin with a brief lecture describing the themes to be explored on life in Great
Britain during the Industrial Revolution. Students will then be placed in pre-assigned partners, assigned
their theme topic and reading, and allow students to begin their work. Teacher will end class by passing
out pre-created homework booklets that students may choose to work ahead on, but that is not
assigned until the following evening.

Day 4
Topic: Life in Great Britain during the Industrial Revolution
Assessment: Partner presentation on one assigned topic depicting life during the Industrial Revolution
(graded by a rubric) and class discussion. Homework booklet consisting of various prompts on each
theme of the lesson and notes section on each partner presentation (graded by a rubric).
Lesson and Goal: The purpose of this lesson is to examine life in Great Britain during the Industrial
Revolution, focusing on themes such as politics and economics, science and medicine, society and
culture, and overall quality of life.
On Day 4, students will complete their partner topic examination and present their topic to the class.
Students will take notes on other presentations and complete their homework booklets at home that
evening. Teacher will end class with a group discussion summarizing what students have learned,
allowing for questions and clarifications.
Day 5
Topic: Child labor during the Industrial Revolution
Assessment: One-page mock journal entry from the perspective of a child laborer (graded by rubric) and
class discussion.
Lesson and Goal: The purpose of this lesson is to examine how the Industrial Revolution brought on
dramatic social and cultural chances, specifically to that of children in the workplace. Students will learn
how work and labor evolved during this time and what effects, negative or positive, this had on children.
On Day 5, the teacher will briefly describe child labor during the Industrial Revolution. Students will then
examine, as a class, four primary source excerpts describing the conditions of child labor. Students will
participate in a Socratic Seminar after the completion of reading the passages and be assigned the
journal homework assignment.
Day 6
Topic: Child labor during the Industrial Revolution
Assessment: One-page mock journal entry from the perspective of a child laborer (graded by rubric) and
class discussion.
Lesson and Goal: The purpose of this lesson is to examine how the Industrial Revolution brought on
dramatic social and cultural chances, specifically to that of children in the workplace. Students will learn
how work and labor evolved during this time and what effects, negative or positive, this had on children.
On Day 6, the teacher will lead a class discussion on the journal assignment, reflecting on what students
wrote. Following the discussion, the class will examine a map of current child labor and share opinions
about why child labor exists still, where it exists, and how they feel about it.

Day 7
Topic: Labor reform during the Industrial Revolution
Assessment: Group presentation on one or two assigned labor reforms during the Industrial Revolution
(graded by rubric) and class discussion.
Lesson and Goal: The purpose of this lesson is to address which labor reforms were born from the harsh
conditions of the Industrial Revolution. Specifically students will be reviewing act targeting mill workers
and the Factory Acts.
On Day 7, teacher will give a brief lecture introducing the labor reforms of the Industrial Revolution.
Teacher will place students in groups of three and assign them a labor reform (or reforms) to present at
the end of the period. Students will work in groups of three to read their assigned textbook section and
present to the class at the end of the period. Students will also take notes on other presentations.
Day 8
Topic: Labor reform during the Industrial Revolution
Assessment: In-class worksheet, homework assignment (graded by rubric), and class discussion.
Lesson and Goal: The purpose of this lesson is to address which labor reforms were born from the harsh
conditions of the Industrial Revolution. Specifically students will be reviewing act targeting mill workers
and the Factory Acts.
On Day 8, students will examine two primary sources related to the 1833 Factory Act and complete a
worksheet on them in pairs. Teacher will lead a class discussion at the end of the period, summarizing
what they learned. Students will also complete a homework assignment that evening.
Day 9
Topic: Unit Review and Closing
Assessment: Group discussion.
Lesson and Goal: The purpose of this lesson is to assess what students have learned on the Industrial
Revolution. Specifically students will be assess on the factors and inventions which drove the Industrial
Revolution, the changes it brought to society economically, politically, and culturally, as well as the
positive and negative social impacts it created such as child labor and labor reforms.
On Day 9, teacher will lead an informal class discussion summarizing all students have learned
throughout the unit. Teacher will also provide clarification for the final paper assignment given to
students at the beginning of the unit. Teacher will end class by informing students they will be playing
jeopardy the next class period.

Day 10
Topic: Unit Review and Closing
Assessment: Jeopardy game and final paper (graded by rubric).
Lesson and Goal: The purpose of this lesson is to assess what students have learned on the Industrial
Revolution. Specifically students will be assess on the factors and inventions which drove the Industrial
Revolution, the changes it brought to society economically, politically, and culturally, as well as the
positive and negative social impacts it created such as child labor and labor reforms.
On Day 10, students will play a jeopardy game summarizing all they have learned in the unit. Teacher
will end the class with by asking students their opinion on the problems faced during the Industrial
Revolution and how they affect the present day. Students will complete the final paper at home and
turn it in the following week.