Learning Segment (Unit) Outline

Name: Cassie Brown

Course Title: Modern World History

LS Title: The Industrial Revolution: The Beginning of the Industrial Job Sector
Part One: Central Focus/Essential Question
A. Essential Question(s)/Misconceptions:
1. List the essential questions that underlie this learning segment. Use the 8-pronged test:
Moves students to a deeper understanding?
Provocative?
Stated simply and clearly?
Arguable from different points of view?
Prompts students to synthesize and evaluate info?
Easily broken down into teachable sections?
Not yes/no?
Not leading?
What are the social and economic changes caused by the Industrial Revolution?
2. State any common misconceptions you hope to address.
-Conditions of inner cities in this time period.
-Tenant Farmers were free and made much profit for themselves.
-America led the start of the Industrial Revolution.
-Low wages simply caused the emergence of unions.
3. Describe the unit opener.
-In order to understand the immense importance and relevance of the Industrial Revolution, students will begin the unit with an

activity that presents a series of questions. These questions will require them to discuss the different inventions that they come into
contact with on a regular basis. I will start by beginning with their morning routine, how they are transported to and from school, and
then what else other activities throughout their day involve. The purpose is to begin students thinking about the evolution of these
products. The process that started many years ago with the Industrial Revolution in Britain and America was the starting point that
gradually led to todays current inventions and social reforms.

B. NCSS and ONLS Standards:

1. National Standard(s)(pp. 33-? In PDF):
Use NCSS Standards. Please write out Thematic Strand and Performance Expectations, and indicate page
number(s). Use more than one Strand.
Thematic Strand: Culture
Performance Expectation: a. Analyze and explain the ways groups, societies, and cultures address human needs
and concerns.
Thematic Strand: Time, Continuity, & Change
Performance Expectation: b. Apply key concepts such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among patterns of historical change and continuity.

2. ONLS/Common Core:
List ONLS here and cite accordingly. Make sure you include the CS number, and include at least one disciplinary and
one skills content statement. For Common Core, list grade band (6-8, 9-10, or 11-12) and standard with number.
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Theme
Modern World
History
Theme
Modern World
History

Topic (Content)
Age of Revolutions:
(1750-1914)
Topic (Skill)
Historical Thinking
and Skills

Content Statement
9: Industrialization had social, political and economic effects on Western
Europe and the world.
Content Statement
3: Historians develop theses and use evidence to support or refute positions.

Common Core
Literacy in
Social Studies

Grade Band
9th-10th Grade

Standard
3. Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies.

C. Unit Summary and Rationale:

1. Given the essential question(s) and predicted misconceptions, list key examples of how the standards and learning
objectives within your learning segment address:
Facts and concepts
Interpretation and analysis skills
Building and supporting arguments
In order for students to answer the essential question, it is important that students understand the transition from farm working
to factory working that forever changed the societies that underwent an industrial revolution. The objective of SWBAT examine the
social and economic changes taking place due to industrialization reflect an essential aspect of the unit. (ONLS #9) The economic and
social changes that accompanied this change spark a series of reforms, particularly with the emergence of unions, organizations that
are still prevalent in todays society.

The primary source document The Opening of the Liverpool to Manchester Railway will be analyzed and followed up with
guiding questions that further the significance of the introduction of railroads as a form of transportation. Beyond the primary source
analyzation, students will be responsible for finding primary and secondary sources through their research in order to have supporting
and convincing evidence in their final project. The learning objective SWBAT investigate deeper to understand the lives of citizens
during this time by completing a project discussing the perspective of a wealthy landowner, a tenant farmer, a famous inventor, or a
factory worker fighting for union rights. (ONLS #3)
The learning objective SWBAT examine the social and economic changes taking place due to industrialization is the
foundation of building arguments throughout the unit as it somehow relates to each objective. (ONLS #9) The constant changes
throughout the course of the industrial revolution somehow relate to a social or economic issue. The start of the unit begins with the
movement to cities. As the unit progresses, there is the escalation of urban and industrialization that has social and economic side
effects.
2. Explain how your plans build on each other to help students make connections from one day to the next between facts,
concepts, and interpretations or analyses, to build and support arguments about historical events, a topic/theme or a social
studies phenomenon. Address the use of your Processing Activities here (at least two, one if block), referencing lesson
number/day.
The lesson will begin with discussing the transition of farm life and work to the factory life with inner city living. Not only will there
be an emphasis on the poor factory conditions and the dirty city life but it is also to focus on how these individuals were previously
unexposed to this type of life style. Starting with the analysis of the primary document and continuing with activities involving the
graphic organizer and the venn diagram, students are continuously gathering information and building the facts they will use in their
final project at the end of the week. The goal of each day is to gradually build upon the information and show the how the events that
are taking place are effecting not only the progress of industrialization but also a focus on how it effects individuals as workers. With
each step further into industrialization, there are economic and social effects taking place on society. Each of the processing
assignments will be integrated into the lecture period to allow a mental break from direct instruction and collaborate with others to
compile facts on the given prompt.
Part Two: Knowledge of Students to Inform Teaching
Describe what you know about your students with respect to the central focus of the learning segment by responding to these prompts.

A. Prior academic learning and prerequisite skills related to the central focus: What do students 1) know, 2) what can they do, and
3) what are they learning to do? Use evidence and data from your various pre-assessments.
Prior to this unit, students are seeing gradual modernization not only in Western Europe but also in the U.S. where a new country is
continuously developing and expanding. By the start of this unit, students will have finished Imperialism and therefore have a
perception of how countries are eager to expand and develop.
Many of my assessments and activities are designed to coincide with student interest as well as differentiating beyond their normal
learning routine. The type of assessments I chose are assessments that Im aware works well for the types of learners in my class. The
activities I implemented are designed to engage students and even provide opportunities for them to move around out of their seats.
While they do fairly well with lecture, they enjoy small activities that give them a hands on perspective of the time period being
discussed. I conducted a survey to gauge students learning preferences. I found that students noting they enjoyed lecture but would
like more activities so they can have fun while learning. Students are also working to improve their skills when working independently
on projects in the computer lab. I have implemented a final project in order to not only have them apply the knowledge they have but
to improve their writing skills while working independently.
B. Personal/cultural/community assets related to the central focus: What do you know about your students everyday experiences,
cultural backgrounds and practices, and interests? Use evidence and data from your School/Community Profile, and make
connections to students real lives.
A major aspect of the Industrial Revolution was the emergence of unions and collective bargaining agreements. While there is a focus
on why unions were needed based on the conditions of factories and treatment of workers, another main focus will be to help students
understand what unions do for employees, especially in the context of the present time. A lot of my students have expressed interest to
me in learning a trade as opposed to going to college. While I still encourage them that college is achievable, I also educate them on
the options they will have as they learn a trade and enter the workforce. If a student plans to enter a particular field, it is important for
students to understand the benefits that a unionized job would offer as opposed to non-union. Topics of higher wages, better benefits,
vacation time, and sick leave are among some of the topics to be included in the discussion to not only understand what unions have
been fighting for many years but also to understand the benefits they would likely receive by obtaining a unionized position. In
addition to this fact, it may be interesting for students that know present day factory workers and compare the working conditions or
even inner city conditions of then and now. Particularly in the city of Toledo, my school and community profile has documented the
amount of industrialization outweighs the amount of agriculture job opportunities in the city. It provides students with an actual
example that mimics the curriculum.
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Part Three: Strategies

A. Differentiation Approach: Check which of the three approaches (could be more than one) you will differentiate and briefly
describe the part of your LSO where this differentiation approach applies.

Content:

Process:

Product:
B. Differentiation Strategies
Check all that apply:

Choice Boards
Tic-Tac-Toe

Flexible Grouping

RAFTs

Tiered Instruction

Other (list): Kahoot Quiz

C. Social Studies Inquiry Strategies
Check all that apply:
Preview Assignments
Processing Assignments
MI Strategies

Analogies

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Experiential Exercise

Reviewing for Previewing

Annotated Illustrations

Visual Discovery

Comparing Personal w/Concepts

Book/Disk Covers

Writing for Understanding

Creating Prototypes
Caricatures

Skill-builder
Predicting
Commemorative Markers

Response Groups
Provocative Propositions

Flow Charts

Problem-solving Group Work

Responding to Visual Images

Facial Expressions
Other (list)

What if Sketch
Eulogies
You are There Scenarios

Forms of Poetry
Other (list)
Illustrated Dictionary Entries
Illustrated Proverbs

Other (list): Venn Diagram

Part Four: Weekly Matrix

Fri

Thurs

Weds

Tues

Mon

Divide the key Content Statement(s) into five parts, each of which you think would be achievable in a 45- or 80-minute class period.
Lesson Title
Objectives (SWBAT)
Assessment
Strategies/Activities
Materials
(Include CS #)
The Start of
SWBAT
-Industrial Revolution
-Unit Opener Activity
-Overhead projector
Industrialization -Outline the movement of the Kahoot Quiz
-YouTube Video: The
-Unit Opener
in Britain
unemployed farmers moving -Informal Discussion
Industrial RevolutionQuestionnaire
to
the
city
for
factory
work
in
-Exit
Slips
to
include:
Short
Documentary
-Notebooks
and paper
The Social and
SWBAT
-Informal assessment
-YouTube Video:
-Overhead Projector
Economic
-Examine the poor dirty and
through class
*The Industrial
-PowerPoint
Changes of
unsanitary aspects of city life discussion
Revolution with Ms.
-Notebook
Industrializatio
-Examine
the
social
and
-Graphic
Organizer
Brown
-Pen/Pencil
The Industrial
SWBAT
-Informal assessment
-Lecture
-Overhead Projector
Revolution
-Identify the differences in
through class
-PowerPoint
Expands
the industrialized growth of
discussion
-Notebook
Beyond Britain the U.S. vs. Britain
-Venn Diagram
-Pen/Pencil
The Emergence SWBAT
-Students will complete -Lecture
-Overhead Projector
of Unions and
-Locate ideas and thinkers
a one paragraph
-Primary Document
-PowerPoint
other Social
that reinforced the concepts
reflection on the class
Analysis: Child Labor
-Notebook
Reforms
of industrialization
activity and how it
in the Canning Industry -Pen/Pencil
How would you SWBAT
- A choice board will
-Students will work on -Computer Lab
like to live?
-Investigate deeper to
be provided with
their project in the
-Rubric
understand the lives of
options of a letter,
computer lab
-Choice Board
ONLS CS 3
citizens during this time by
poem, newscast, or
-Students can
-Posters

Part Five: Language Function

A. Highlight below one language function essential for students to learn content in your learning segment:
Analyze

Construct

Describe

Evaluate

Examine

Compare/Contrast

Identify

Interpret

Justify

Locate

B. Align this function with a key, higher-order activity from your unit that gives students opportunities to practice this type of
language use. List the activity here, and give the lesson day/lesson plan page number.
A narrative will be written by each student from their perspective as either a wealthy landowner, a tenant farmer, a factory
worker fighting for union rights, or an alternative role that they may decide with teacher approval. (Choice Board) Based on
readings provided and research, they will write about their life in that profession and include facts of what they have learned.
It can be in a creative form or simply typed in a professional format. They are to analyze information within the text and
through other resources in order to create a historically accurate position. This will be completed on the last day of the unit
and finish any incomplete work for homework. (Lesson Day Five, Page 9)
C. Related to this function, describe the associated language demands of:
a. Vocabulary (list key vocabulary)
-Enclosures
-Industrialization
-Factors of Production
-Factories
-Entrepreneur

-Urbanization
-Middle Class
-Union
-Collective Bargaining Agreement
Each of these terms will assist students in the understanding of the time period.
b. Syntax (list specific syntactic skills, such as evidence-based writing, time-lining, sourcing, mapping, etc.)
-Sourcing
-Evidence-based writing
c. Discourse (describe activities during which students talk, write or participate otherwise in constructing knowledge).
While students are investigating their individual they chose for their final project, they are furthering their
understanding of career paths of the time as well as the different unintended consequences that coincide with each
career path.
D. Describe how you will teach students to learn to be successful with your identified language function and associated language
demands. Refer to the day/lesson plan page number of specific lessons.
In order for students to be successful on the final project, there will be an emphasis on each of the important terms and how
they apply to these different job classes as seen on day #4 and day #5. The farming terminology as well as the union related
terminology will be a vital contribution to the overall success of the final project. Students will be able to apply what they
know in a creative format.

Part Six: Monitoring Student Learning

PreInterest: Kahoot Quiz

Formative
-Exit Slips

Summative
N/A

-Discussion Questions
-Choice Board Project
-Socratic Seminar
-Graphic Organizer
-Venn Diagram
-Formal Reflection
-Informal Evaluation through Discussion
Complete the chart above, and answer the following prompts:
A. Describe how the planned pre-, formative, and summative assessments, whether formal and informal, provide direct evidence
of how students learn and use facts, concepts, and interpretations or analyses to build and support arguments about historical
events, a topic/theme, or social studies phenomenon throughout the learning segment.
The pre-assessment is to see what students are aware of in the topic of Industrialization. There is also a section to gauge how much it
interests them in order to see if they are considering the relevance to their lives today and in the future. The formative assessments I
have created are to not only give the students options but to also put more of a focus on learning than grades. Students tend to become
overwhelmed with the concept of grades and therefore the formal and informal formative assessments are designed to not only cover
the material in a relevant manner but to also appeal to their creative needs as learners.
B. Explain how the design or adaptation of your planned assessments allow students with specific needs to demonstrate their
learning. In other words, describe the ways in which you have differentiated your assessments. Reference the information from
your Context for Learning document.
It has been established that students do poorly on exams. While testing is unavoidable, I have implemented the final project in order to
ensure there is an extensive learning process involved in one of their final assignments. In addition to the content that will continue to
be emphasized, there is an extensive research process involved that will strengthen their skills in finding legitimate sources. Students
will be encouraged to find primary and secondary sources in which they will analyze and apply information to their project. It is a
valuable skill designed to prep students for higher education and promote higher order thinking.

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