LESSON PLAN

TEACHER NAME: Mallory Chester

LESSON SUBJECT: Humanities 9
LESSON TITLE: Technological Advancements of the Industrial Revolution
GRADE: 9
LESSON DATE: November 1st 2017
RATIONALE
This is the fourth lesson in a five-lesson unit plan on the Industrial Revolution. In this lesson students build on
what they know so far about the industrial revolution by thinking about the technological
progressions/advancements that came to be during this time period. Students will then take this overall knowledge
and participate in a Socratic Seminar, where they will discuss what they have learned so far about the revolution,
anything that has surprised them as well as any questions they may still have. Students will facilitate and support
each other in building their knowledge of the Industrial Revolution, then practice the skill of self-reflection through
their response to the two stars and a wish prompt.
CORE COMPETENCIES
-I can experiment with different ways of doing things.
-I can participate in classroom and group activities
CURRICULUM CONNECTIONS
Big Ideas:
-The physical environment influences the nature of political, social and economic change.
-Disparities in power alter the balance of relationships between individuals and between society.
Content:
-Industrialization
Curricular Competencies:
-Political, social, economic and technological revolutions
-global demographic shifts, including patterns of migration and population growth
LEARNING INTENTIONS
-Students will demonstrate that they have thought about what they have learned so far about the industrial
revolution through their answers to the quick write prompt, which they will use later as talking points for the
Socratic Seminar.
-Students will build a knowledge of advancements that came out of the Industrial Revolution through watching the
video and applying their knowledge to the matching game.
-Students will experiment with the method of teaching each other through their participation in the Socratic
Seminar.
-Students will show their ability to work well in a group and support each other in learning through the Socratic
Seminar.
-Students will demonstrate their ability to self reflect through the two stars and a wish activity.
PRE-REQUISITE CONCEPTS AND SKILLS
-Students have participated in a previous class that explains the format of a Socratic seminar.
-Students have participated in a serious of classes focusing on the rise of industrialization during the Industrial
Revolution: they have a somewhat well-rounded knowledge of the causes and effects of the revolution, with a
focus on the use of child labor and country to city migration.
MATERIALS AND RESOURCES NEEDED FOR THIS LESSON
-Worksheets for the roles within Socratic Seminar (recorded, shadower, comment counter, silent contributor-
enough for each role based on the number of students)
-Matching game slips (enough copies for the students to work in pairs)
-Computer/Projector/PowerPoint
DIFFERENTIATED INSTRUCTION (ACCOMODATIONS)
-There are different roles within the Socratic Seminar, so students who may be more comfortable recording rather
than talking (or vice versa) have the opportunity to pick the role in which they are most comfortable. This is
dependent on student completion of the matching game however, and students who struggle may not be have the
option to pick a role they are comfortable with. If this is the case, the teacher may have to scrap the idea of students
picking their roles and assign them. This is the first time this class is participating in a Socratic Seminar, so it is
important for students to be comfortable. The next seminar it may be easier to place kids in roles outside of their
comfort zone.
ASSESSMENT AND EVALUATION
-Students will show their understanding of technological progressions during the Industrial Revolution through
their successful completion of the matching game.
-Students will be assessed on their participation in the Socratic Seminar: recorder, shadower, comment counter and
silent contributor will submit their worksheets at the end of class. Discussion participants will be assessed based on
what they contribute to the conversation (in relation to previous knowledge learned in class), the questions they
ask, and what their shadower writes about them on their worksheet.
-Students will show that they have thought about the value of the Socratic Seminar (students teaching students)
through giving students two starts and a wish: two things they liked, and one thing they maybe did not like or
would like to change.

LESSON ACTIVITIES
TEACHER ACTIVITIES STUDENT ACTIVITIES CLASS MANAGEMENT PACING
CONSIDERATIONS
PRE-LESSON
-Arrange the desks, if they are not already -Students work quietly to reflect on -Stress that students must work 5min
in this position, so that students are sitting what they have learned so far, and quietly, this is a personal learning
in pairs. write down some questions of reflection, but let them know that
-Have roles for Socratic seminar written reflections they may have. some of them will have a chance
up on the board, with coinciding later in the class to share their
worksheets for each row sitting out on a thoughts on this subject.
table underneath each role.
INTRODUCTION
-Quick Write: have students write a brief
summary of what they have learned about
the Industrial Revolution so far. They
might answer the following questions:
what are some things that have surprised
you? What are somethings you may not
understand? What are some things that
interested you? How could you possible
relate something happening in the world
today to something that happened during
the Industrial Revolution?
-Review: briefly review with students
what you have gone over so far, drawing
a clear line of progression to what you are
talking about today, which is the
technological advancements during the
Industrial Revolution.
-Show Video:
https://www.youtube.com/watch?v=3Efq-
aNBkvc Before you show the video,
make sure you explain to students that it
is very important to pay attention to the
information being given to them in the
video, and to look for different
progressions during the revolution. These
key points will be helpful for completing
the next activity (the matching game)
-Have a discussion about the video: did
the students notice any new technology?
Were they surprised by anything?
BODY
-The Matching Game: introduce the
game to students- they will each get a set
of slips which they must match together
(12 phrases, 12 definitions) based on the
video they just watched. Have students
-Students review together what they
have learned in previous classes
about industrialization (ex. child
labor, unionization etc.) Students
may ask any questions they may
have.
-Students watch video, paying
attention to things that seem to
relate to the theme of the class, the
theme being progressions coming
out of the industrial revolution.
-Students volunteer answers as to
the technological advancements
they may have seen in the video.
-Students get into partners.
-You may have to move quickly 5min
through this if you have a sleepy
class who insists they dont
know/havent learned anything (they
have).
-Make sure video is cued up (with 5min
audio) so that there is no time for
students to sit around, wait, and
maybe misbehave.
-Encourage students to take notes if
they would like, as it will be
incredibly helpful for the next task.
5min
-You may have to play video again
for students as they complete the 15min
matching game if they are
struggling.
get into partners, as you distribute the
slips. Make sure they know that the first
set of partners finished will be the first to
get to choose their roles for the Socratic
Seminar.
-Ask students to raise their hands when
they are done, then go to the front and
write their name on the board for the role
they wish to have for the seminar, then
retrieve the worksheet that coincides with
their role (unless they are a discussion
participant)
-Have a copy of the rules up on a
PowerPoint slide for student reference.
-Once everyone is finished, go over the
answers briefly with the class, asking
students to give you the answers. Have
one student from each group return their
set of slips to the front.
-The Socratic Seminar: briefly review
the structure of the seminar (as you
taught it in before class) and make sure
everyone understands their roles as they
have select them (ex. The outer circle has
to stay quiet)
-Have students move their tables to the
edges of the room, then create two circles
with the discussion participants in the
middle and everyone else in a circle
around them.
-Make sure students have their quick
write with them, as they can use their
answers to these questions as talking
-Students work with partner to
match all of their slips, raise their
hands, get confirmation of correct
answers and then go to the front to
select their roles for the seminar
-Students volunteer to give their
answers for their matches.
-students refamiliarize themselves
with the process of the seminar, and
ask questions if they are unsure of
what they need to do within their
roles.
-Students move into two circles,
with the shadowers sitting behind
the person they have been assigned
to shadow.
-Students think about their answers
to the quick write with regards to
-Some students may finish much
quicker than others. It would be
smart to have a task to occupy those
who do: an industrial revolution
themed crossword, silent reading,
individual kahoot quiz (if you have
access to computers in class).
-Some students may be unhappy
with their roles, reassure them that 5min
these roles will change for the next
seminar: they will not be in the same
role twice in a row.
-If two typically disruptive students
end up sitting beside each other in
the outer circle, you may need to
move them to ensure that there is
only taking in the inner circle.
points. Also make sure students bring a the industrial revolution and begin
pen, something hard to write on and their to plan their talking points.
worksheet. Make sure outer circle is clear
on the fact that they will be handing in
their worksheets.
-Begin seminar, stressing to students that -The seminar only works if it is
this is a conversation where they are -Someone in the circle poses a student led, so as hard as it is to be 20min
teaching each other, so you will not question/talking point in relation to silent, the teacher must remain quiet
intervene or provide talking points during the revolution and a conversation no matter how awkward silences
lulls. ensues. Students in the outer circle may get.
CLOSURE take notes on the conversation.
-Conclude seminar by reinforcing the 5min
idea of the power of students teaching
each other.
-Have students return their desks to the -If students finish this quickly, have
way they were before, then have them sit -Students return to desks, and them return to the extra task you had
down and write 2 stars and a wish: two silently complete the two stars and a them doing earlier after the matching
things they liked about the seminar and wish/questions sheet. They may game until the end of class.
one thing they would have disliked or choose to use the back of their
changed They can write down any worksheets.
questions they still have after the -Students hand in these responses as
seminar, and the teacher can carve out their ticket out the door.
time in the next class to go over them.
They will be handing this in along with
their worksheet as a ticket out the door.
IF NEEDED:
-Have some sort of extra task ready for
students who finish early (a themed
crossword, kahoot quiz etc)