Kerry Reynolds

EDUC 465
10/10/2016
UbD Industrialization Unit design
Established Goals
Students use the
historical method of
inquiry to ask
questions, evaluate
primary and
secondary sources,
critically analyze
and interpret data,
and develop
interpretations
defended by
evidence.
(1.1.a)
Investigate the
historical
development of and
impact of major
scientific and
technological
innovations.
(1.3.b)

Stage 1- Desired results

Transfer
Students will be able to independently use their learning to
Analyze how industrialization still effects their lives
Look at the issues that came with industrialization and compare
them to issues in their own lives
Meaning
Understandings
Essential questions
Students will understand that
Students will keep considering
While industrialization
What makes someone a
provided many good things
robber baron or a captain of
it also created many issues.
industry?
Social Darwinism allowed
How does immigration
for the creation of big
during industrialization
business.
effect big business?
Progressives used a variety
Why is organized labor
of tools to enact change to
important during
industrial society.
industrialization?
How do muckrakers use
perspective to their
advantage?
Acquisition
Students will know
Students will be skilled at
Important people to
Evaluating sources for point
industrialization and
of view
Making connections from
their contributions
The geography of
past to present
Expressing the role of
industrialization
(urbanization)
industrialization in changing
Key facts about the
American life
issues of
industrialization

Evidence criteria

Historically
accurate
Includes multiple
points of view
Clear wellarticulated
Well argued

Mechanically sound
Good detail

Stage 2- evidence
Students will show their learning by
Performance tasks:
Students will create a RAFT between workers
and foremen to giving examples of work place
conditions
Use muckraking techniques on a modern issue
and create a news article
Create a presentation on the immigrant
experience during industrialization
POV discussion Progressives view of the
modern issues
Other evidence
Quick write on child labor, and work place
conditions
Quick write on robber baron v Capitan of
industry
Quick write on progressives

Action tool C
Grade Level: 11th

Duration of Lesson: 90 minutes

Subject: History

Topic: Work and Child labor

How many lessons in this unit: 7

Beginning
1. List the instructional objectives of this lesson:
Students will understand that while industrialization provided many good
things it also created many issues.
Students will investigate the historical development of and impact of major
scientific and technological innovations.
Students use the historical method of inquiry to ask questions, evaluate
primary and secondary sources, critically analyze and interpret data, and
develop interpretations defended by evidence.
2a. Essential knowledge.
My students must learn

the role of children in labor during industrialization,

what work place conditions were like for workers,
Some of the issues that raised by these work place conditions.
The role of organized labor to enact change for these issues.

2b. Essential skills.

My students must be able to

Evaluate primary sources for point of view

Empathize with different points of view
Evaluate the importance of technology and processes

3b. What have my student already learned?

Students will have learned about social Darwinism and its role with big business.
3c. What lies ahead?
Food safety and the Progressives
4. The reasoning process that my students will use during this lesson is
comparative reasoning. As students will be comparing to their lives and the
accounts of others.
5. The performance of understanding
Students will complete a RAFT at the end of class on the topic of Labor issues.
Various examples could include: Worker writing in diary about work place conditions,
a flyer for a call to strike, a letter to the foreman about issues that could result in
strike, a letter from the foreman threating action against strike.
6a. What will I be able to do when Ive finished this lesson?
I can view industrialization from different view points
6b.
To do this I must learn and understand:

Working conditions in industrial jobs

Examples of safety hazards
The role organized labor plays in changing work conditions

6c.
I will be able to show this by effectively communicating multiple points of view both
in writing and verbally.
7. Success criteria

a. Mastery of the learning target students will be able to effectively and eloquently
communicate in all points of view and their relations to labor.
b. proficiency of the learning target students will be able to substantially
communicate issues of labor in all points of view.
c. basic understanding of the learning target students will be able to describe issues
of labor from most points of view with basic effectiveness
d. minimal understanding of the learning targets students will be confused about
the different ways labor could affect people.
8. An I can statement to describe mastery of a learning target that is a discrete skill
because this lesson is all about point of view and having empathy for others so it is
this skill that I hope my students get out of the lesson.
9.

Verbally share the target: hello students today we will be continuing our unit
on industrialization and look at the work bubble. Our learning target for today
is to view the industrial American through different viewpoints while looking
at work.
Use a visual: I will have pictures depicting child labor as well as a video of a
dramatization of the triangle shirt fire. After the child labor I will have
students compare their experience of work with the images they just saw.
Before showing the video we will do a brain storm of work place conditions
that could be hazardous, then after the video do the same brain storm with
things they saw as hazardous in the video.

10.
a.
I am already good at identifying different points of view.
I am unsure of or confused about the greater context of these view points
I need to work on adding more evidence to improve my understanding
b.
I am already good at identifying work place issues.
I am unsure or confused about how these issues effect view points.
I need to work on relating these experiences to my life to improve
understanding
11
a.
I will connect my pov to evidence from several sources

b.
I will connect the issues of work place to my own life by comparing and
contrasting my experiences to the ones I just saw.
12.
a.
to help students envision mastery I will start off by having students think
about their own work experiences so they can refer to them as they draw
connections to work in during industrialization.
b.
one way I could use the learning target and success criteria to provide
feedback is during our think pair share, ask teacher questions about other points of
view on the same issue.
c.
I would use the success criteria to remind students to use evidence or ideas
from several different aspects of the lesson. Such as work conditions, safety and
strike demands.
d.
Based on the success criteria of the RAFT I can see how well students
evaluate different view points based on the evidence they use. I can then provide
feedback to students if I feel as though they could use more evidence or if their
evidence is off base.
13
a.
I will check my progress along the way and see if I am connecting different
peoples experiences together.
b.
Students should look for ways to draw connections to their lives even if they
are differences.

14.
1. What are some possible issues with child labor?
2. How do these childrens work experiences compare to your own? How would you
feel if you had to do similar things as them?
3. what could be some examples of work place hazards during industrialization?
How about at your own work.

4. What could be some good things that could happen with work place tragedies?
5. what are the pros and cons of organized labor.