curriculum plan

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Topic: Industrialization

Grade Level: 8-10

Duration: 2 hrs.

Subject Area: History

Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2

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:

1. Inventions made over the years

1. Development and trade resultant from industrialization

1. Impact of governments to industrialization

1. Progress made over the years

1. Difference in modern day processes in comparison to past years industrialization inventions and equipment’s

Students will know:

1. Key years of industrial revolution

1. Key inventions made

1. Key terms

1. Tools used

1. Progress made in the years before and after the industrial revolution

1. Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years.

Essential Question(s):

1. Why are these events important?

1. What effect did the Industrial Revolution have on people's sense of independence?

1. In what ways did the manufacturing of iron alter during the age of the factory?

1. Why did urban areas expand during and after the advent of industrialization?

Reviewed Questions

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

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

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

1. viewed Questions

1. alisatial as ofrributes. learning tends to crease a more deheir understandin

1. 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

Performance Task(s):

1. Document Years and events

1. Create a chart of progresses made during the industrialization

1. Make relations between data in the two industrializations to modern day events.

1. Answer assignment questions on learned outcomes and events as instructed by the teacher.

Performance Task Criteria:

1. 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.

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

Other Evidence:

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

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

Stage 3 – Learning Plan

Learning Activities:

W	Students will learn where, when and how the industrial revolution happened. Students are acquiring knowledge about events that unfolded date, innovation of the revolution
H	Students will view a presentation of images and a documentary on the impacts of the industrial revolution. Through such learning methods, even ELL learners and social children will be able to understand the events of the industrial revolution.
E	To learn more about the industrial revolutions, students will be equipped with history books, a tour and documentaries on the topic
R	Students will be allowed and be engaged in revisions and group discussions every end of the week to recap e learned lessons and knowledge gained This allows students to rethink and re-evaluate their learning in the industrial revolution.
E	In the course of their learning, students will need to be given tests each month and an examination to evaluate their performance.
T	Students create learning activities that are responsive to the learner's needs, interests, and stage of development. This may include debates and self-tests.
O	-Encouraging students to ask questions and think critically about what they are learning -Helping students to make connections between different concepts and ideas -Encouraging students to reflect on their learning and identify areas where they need further clarification or understanding -Providing opportunities for students to share their understanding with others through discussions, presentations, or writing -Using a variety of instructional strategies and activities to engage all learners and ensure that everyone has a chance to understand the material

Rubric for Performance Tasks

	3	2	1
Document Years and events	Demonstrates understanding of the events and when they happened.	Able to document a few events and when they happened .	Partially demonstrates the years of events .
Create a chart of progresses made during the industrialization	Chart includes most all of information relevant to progresses during the industrialization.	The chart is done and shows that the student is capable of some understanding of the progresses made during industrialization.	Chart is missing multiple elements and lack of information.
Make relations between data in the two industrializations to modern day events.	Integrates relevant and sufficient information to address industrializations to modern day events.	Attempts to make relations between data in the two industrializations.	Unable to make relations between data in the two industrializations to modern day events.
Answer assignment questions on learned outcomes and events as instructed by the teacher.	Answer all questions on the outcomes and events.	Minimally addresses questions.	Has not demonstrated knowledge of questions asked on assignment.