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East Carolina University

HIED 3010
Unit Analysis Map
Course: World History
School: South Central High School
Instructor: Elizabeth Wisler

Unit topic: Rise of Industrialism

Common Core State Standards for this learning segment:

Common Core Reading Standards for Literacy in History/Social Studies:

Key Ideas and Details

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how kew events or
ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

NC Essential Standards for this learning segment:

WH.H.6.1 Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions (e.g., Scientific Revolution,
Enlightenment, rationalism, secularism, humanism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, Bacon, Descartes,
Galileo, Newton, inductive and deductive reasoning, heliocentric, inquisition, woks of Locke, Montesquieu, Rousseau, Bolivar, Jefferson, Paine, Adam Smith,
etc.).

WH.H.6.3 Explain how physical geography and natural resources influenced industrialism and changes in the environment (e.g., agricultural revolutions,
technological innovations in farming, land use, deforestation, industrial towns, pollution, etc.).

WH.H.6.4 Analyze the effects of industrialism and urbanization on social and economic reform (e.g., Industrial Revolution, urbanization, growth of middle class,
increase in productivity and wealth, changes in economic status, new types of labor organizations, etc.).
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Previous knowledge needed: Previous skills needed:

- Basic knowledge of European agrarian societies -paragraph writing

- Basic knowledge of European class divisions -argumentative writing
- Understanding of manufacturing in Europe - document analysis skills
- Terms related to basic civilizations -reading comprehension skills

Summative assessment: Examine what has been learned about the rise of Industrialism from this unit and create a list of pros and cons. List
reasons why the revolution would have been beneficial to society and list reasons why the revolution may have been detrimental to society.
With the list completed, formulate an argumentative essay that illustrates the side you have chosen and explain why. Use examples from the unit
to support your argument.

Lesson (a) Lesson topic Lesson instructional activities Formative assessments:

(b) Lesson essential question
(c) Specific common
core/essential standard
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Lesson 1  Review pre-industrial societies Student will present their list of

(a) Causes for the rise of  In small groups, have students create a chart differences to the class and we will
Industrialism in Europe listing the differences between pre-industrial discuss them.
(b) What were the main societies and industrial societies.
causes for the rise of
Industrialism? Were the
societies affected forced
to change or did the
revolution manifest
naturally? Did it benefit
or harm those societies?
(c) WH.H.6.1
Explain how new ideas
and theories of the universe
altered political thought and
affected economic and social
conditions (e.g., Scientific
Revolution, Enlightenment,
rationalism, secularism,
humanism, tolerance,
empiricism, natural rights,
contractual government, laissez-
faire economics, Bacon,
Descartes, Galileo, Newton,
inductive and deductive
reasoning, heliocentric,
inquisition, woks of Locke,
Montesquieu, Rousseau, Bolivar,
Jefferson, Paine, Adam Smith,
etc.).
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Lesson one vocabulary Lesson one language functions

Embargo Act of 1807, War of 1812, agrarian, industrialization, human Analyze, explain, compare and contrast
migration, rural, urban

Planned differentiation using Gardner’s Multiple Intelligences:

Interpersonal-working in small groups to form charts, compare and contrast
Verbal/Linguistic- using language to express their point of view to other students and the teacher.

Lesson 2 (a) Technological  Review pre-industrial society tools and their written response to industrialism tool
Advancements uses prompt
(b) What improvements  Teach the major tool improvements, new
were made to the textile machinery and the inventors who made them
manufactures because of Students will choose a tool that was improved upon by
more efficient machinery the risee of industrialism. Students will write an essay
and tools being demonstrating their knowledge of the tool, both pre-
produced? industrial and industrial, its creator, the environment
(c) WH.H.6.3 Explain in which the tool would be used, and the benefits or
how physical geography drawbacks created due to the improvements made.
and natural resources
influenced industrialism
and changes in the
environment (e.g.,
agricultural revolutions,
technological
innovations in farming,
land use, deforestation,
industrial towns,
pollution, etc.).
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Lesson two vocabulary Lesson two language functions

Spinning Mule, Cotton Gin, Power Loom, water power, steam power, textiles analyze, examine, compare, contrast

Planned differentiation using Gardner’s Multiple Intelligences:

Intrapersonal- choosing and defending an industrial age tool of their choice

Lesson 3 (a) Effects of Industrialism  Explain working conditions through a variety of Poster on effects of industrialism
(b) How did the creation of photographs and primary source excerpts.
new jobs and cities affect  Show charts and other statistics regarding
Europe? urbanization and the negative effects it had on
(c) WH.H.6.4 Analyze public health and life expectancy.
the effects of  Describe the formation and effect of labor
industrialism and unions.
urbanization on social  Have students create posters which present
and economic reform the negative and positive aspects of
(e.g., Industrial industrialization.
Revolution, urbanization,
growth of middle class,
increase in productivity
and wealth, changes in
economic status, new
types of labor
organizations, etc.).

Lesson three vocabulary Lesson three language functions

living conditions, labor union, lower class, upper class, lower middle class, city compare/contrast, construct, analyze, interpret
slums, child labor, urbanization, working conditions

Planned differentiation using Gardner’s Multiple Intelligences:

Visual Spatial- analyze pictures of working conditions, analyze charts
Existential- read primary source documents
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Brainstorm Learner Needs
Possible Barriers
Gifted Students Needing Greater Support or Challenge
Underperforming Students
Students with Challenging Vision
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Possible Solutions
These students, while not identified, are gifted and often need more support and more challenging
assignments than the other students. In order to allow these students to think more critically and
analytically, I required that the class write a paper to correspond with the debate that was held in
class. Hence, the students that enjoy the challenges associated with learning were given the
opportunity to conduct more research and to provide a more in-depth analysis of their research
question.
This student has difficulty with relating concepts in history to one another. During this lesson, the
students were required to create and defend an argument concerning whether the British or the
Colonists were responsible for the Boston Massacre. To accommodate this student, I had each of
the students in the class create an outline, highlighting the main points of their argument before
they began the debate. This would allow the student to take some time and organize these ideas
in a cohesive manner before engaging in a fast paced debate with his peers.
During this lesson, I enlarge and bolded the font on their handouts and PowerPoint slides, and also
turned the lights down during the lecture so that the words on the screen were easily read.
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Appendix A: Content Outline

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Unit Topic: European Industrial Revolution

I. Causes for the rise of industrialism

a. Agricultural Revolution-surplus of food allowed families to invest in manufactured goods

b. Financial institutions-central banks financed businesses

c. Natural Resources-natural resources such as coal provided wealth to the nation of Britain

II. Technological advancements

a. Spinning Jenny-invented in 1764 by James Hargreaves this allowed yarn to be produced in greater quantities and allowed for
a mass increase in cloth production.

b. Steam engine-invented in 1760s by James Watt which further transformed the cotton industry.

c. Iron production-new method of smelting iron allowed for the creation of industrial machinery and railroad lines.

III. Effects of industrialism

a. Economic effects-rapidly growing industry

-Exploitation of mineral resources

-highly developed banking and investment system

-advances in transportation and production of manufactured goods

b. Social effects-population increase

-expansion of middle class

-harsh working conditions

-poor public health and life expectancy

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c. Political effects-Child labor laws enacted, formation of trade unions, reform bills passed
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Appendix B: Academic language (vocabulary and language functions)

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Key learning segment vocabulary:

Embargo Act of 1807, War of 1812, agrarian, industrialization, human migration, rural, urban, Spinning Mule, Cotton Gin, Power Loom, water power, steam
power, textiles, living conditions, labor union, lower class, upper class, lower middle class, city slums, child labor, urbanization, working conditions

Learning segment language functions:

Analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify