journal 4

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Journal 3

Latoria Johnson

EDG6250

Professor Iuspa

September 11, 2022

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Journal 3

Summary

A curriculum plan results from a "curriculum development" process, which entails

planning, executing, and assessing a set of educational materials. Actionable guidelines can be

derived from models, which are simply patterns. More time and effort can be saved, and more

can be accomplished if a model is used when creating courses. Curriculum development was

traditionally done linearly until Hilda Taba (1962) flipped the model on its head. She advocated

beginning with the planning of teaching-learning units rather than developing a comprehensive

plan for the school's program. This procedure resulted in the development of a generalized model

for curricular design. A curriculum planning model based on Elliott Eisner's (1991) systemic

view of education incorporates behavioral principles and aesthetic elements. According to

Eisner, five dimensions—intent, structure, curriculum, pedagogy, and assessment—need to be

pursued for the United States to have the schools it needs. When planning lessons, it's essential

to focus on concepts that matter, practical skills that will be useful in the real world, and

communication channels between students and instructors. This article discussed the

instructional strategies model developed by Taba, the humanistic model developed by Weinstein

and Fantini, and the systemic-aesthetic model developed by Eisner.

Reference

Lunenburg, F. C. (2011). Curriculum development: Inductive models. Schooling, 2(1), 1-8.

Retrieved from

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred

%20C.%20Curriculum%20Development-Inductive%20Models-

Schooling%20V2%20N1%202011.pdf

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Review of essential questions

Essential Question(s):

 Why are these events important  What effect did the Industrial Revolution have on people's sense of independence?  In what ways did the manufacturing of iron alter during the age of the factory?  Why did urban areas expand during and after the advent of industrialization?  How did the advent of the industrial age affect families in the working class?

Reviewed Questions

 Why are these events essential or not important? Explain?

In the first question, the rationale for change is to include the dilemma that these events may also

not be significant, prompting for and explaining the reasons behind the lack of importance.

 Explain the impacts of the industrial revolution on the people's sense of independence over the years?

The rationale behind this change is to make the need for a long and precise answer

 In what ways did the manufacturing of iron tools and equipment's alter the manufacturing during the age of the industrial revolution?

This question is essential as it goes down to one product and its impact on the period.

 Explain the reasons for urban and trade expansions after the industrial revolution?

This question is essential as more detail is needed to understand the impacts of industrialization.

 How did the advent of the industrial age affect families in the working class?

The last question is essential as it creates a dilemma and needs a more detailed answer to the

impacts of industrialization on the people.

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Topic: Industrialization

Grade Level: 8-10

Duration: 2 hrs.

Subject Area: History

Education Standards Addressed:

SS.8.A.4.6-Identify technological improvements (inventions/inventors) that contributed to industrial growth. SS.912.W.6.2-Summarize the social and economic effects of the Industrial Revolution. SS.912.A.3.2-Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in..

Stage 1 – Desired Results

Established Goals: For students to understand the beginning and progress of the

Industrial Revolutions from past history to present day industries.

Understanding(s)/goals:

Students will understand that:

 Inventions made over the years  Development and trade resultant from

industrialization  Impact of governments to

industrialization  Progress made over the years  Difference in modern day processes in

comparison to past years industrialization inventions and equipment’s

Students will know:

 Key years of industrial revolution  Key inventions made  Key terms  Tools used  Progress made in the years before and

after the industrial revolution  Events that supersede the growth seen

today in industrial revolutions and tools

Essential Question(s):

 Why are these events important  What effect did the Industrial Revolution

have on people's sense of independence?  In what ways did the manufacturing of iron

alter during the age of the factory?  Why did urban areas expand during and

after the advent of industrialization?  How did the advent of the industrial age

affect families in the working class?

Reviewed Questions

 Why this events are important or not important, explain?

 Explain the impacts of industrial revolution on the people’s sense of independence over the years?

 Did the manufacturing of iron tools and equipment’s alter the manufacturing during the age of the industrial revolution, in what ways?

 Explain the reasons for urban and trade expansions after the industrial revolution?

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such as iron and steel and resultant impact in the span of the years.

 How did the advent of the industrial age affect families in the working class?

Student objectives (outcomes):

Students will be able to:

Compare: To compare tools and equipment used in the industrial revolution in

comparison to today’s equipment’s and determine the difference in progress made over the

years in over two past centuries

Apply: The grade 8 to 10 students will be able to apply the inventing ideology gained

from past history progresses to better their lives in professions they end up in in order to

continue the progress to always make work easier and improvements in investments. They will

appreciate the progress made over the years and learn on the use of tools and equipment’s at

their disposal.

Describe: describe processes involved in the industrial revolution and dictate the events

that supersede the process of industrialization.

The worldwide expansion of the economy is largely attributable to industrialization.

Performance is up, mass production is possible, and that has raised everyone's level of living.

Stage 2 – Assessment Evidence

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Performance Task(s):

Performance Task Criteria:

 In groups established by the teacher students will come up with a concept map of inventions made in the period of industrial revolution and processes involved.

 Students should mentions and list types of inventions made in the industrial revolution and products.

Other Evidence:

 Engage in history discussion of years after and the second revolution difference with the first.

 Reflect in what is learned previously on the progresses and inventions that led to the industrial revolutions.

Stage 3 – Learning Plan

Learning Activities: