UNDERSTANDING BY DESIGN UNIT PLAN

Stage 1 Desired Results

Established
Goals

Name: Morgan Braun

Content Area: World History

Unit Topic: Industrial Revolution

Grade Level:10th

Established Goals
STANDARD WHII.9 The
student will demonstrate
knowledge of the effects
of the Industrial
Revolution during the
nineteenth century by a)
citing scientific,
technological, and
industrial developments
and explaining how they
brought about
urbanization and social
and environmental
changes. b) Explaining the
emergence of capitalism
as a dominant economic
pattern, and the
subsequent development
of socialism and
communism. c)
Describing the evolution
of the nature of work and
the labor force, including
its effects on families, the
status of women and
children, the slave trade,
and the labor union
movement.
CCSS.ELALITERACY.RH.9-10.2
Determine the central
ideas or information of a
primary or secondary
source; provide an

Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will Understand THAT...

The industrial revolution started in Europe and
spread to the rest of the world
Competition drives revolutions
The industrial revolution drove technological
advances
The industrial revolution moved families to cities
and away from agriculture

Students will keep considering...

Why did the industrial revolution start in
England?
How can competition drive social change?
How can competition drive technological
change?
Is competition always positive?

Acquisition
KNOWLEDGE
Students will know...
Relationship to the British enclosure
movement
Technological advances that lead to the
industrial revolution
Technological advances that lead to the
industrial revolution such as the cotton gin,
spinning jenny, steam engine, steel making
process, electricity, vaccinations, telegraph,
automobiles
Major inventors and inventions of the

industrial revolution
o James Hargreaves-Spinning jenny
o Steam engine-James watt
o Cotton gin- Eli Whitney
o Steel making process-Henry Bessemer
o Henry Ford-assembly line

SKILLS
Students will be able to... (include Blooms Label)
Discuss the cause and effects of the industrial
revolution
Compare and contrast capitalism, communism,
and socialism
Apply the industrial revolution in England to the
industrial revolution in different parts of the
world
Analyze how the industrial revolution caused
societal changes
Use primary and secondary sources to support
or refute a historical claim

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UNDERSTANDING BY DESIGN UNIT PLAN

accurate summary of
how key events or ideas
develop over the course
of the text.

o Samuel Morse-Telegraph
Advances in science and medicine
Smallpox vaccination-Edward Jenner
Discovery of bacteria-Louis Pasteur
Development of pesticides to aid food
production

Impacts of Industrial Revolution on society

o Migration to cities
o Increase in standard of living
o Increased education
o Decreased working conditions
o Movement away from agriculture
The differences between socialism,
communism, and capitalism
Social effects of the industrial revolution on
women and children
o Increased women's rights
o Increased women in the workforce
o Middle class womens role in the home
o Fight for suffrage

Understanding by Design 2.0 - Wiggins and McTighe, 2011

UNDERSTANDING BY DESIGN UNIT PLAN

Performance Assessment: Please Briefly Describe your GRASP and Rubric Categories here.
NOTE: YOU WILL ATTACH YOUR THOROUGH, DETAILED, STUDENT-FRIENDLY VERSION OF YOUR GRASP AND RUBRIC TO YOUR
FINAL PROJECT THIS GRID IS ALL THAT IS NEEDED FOR THIS WEEK!

Stage 2 EVIDENCE (PERFORMANCE ASSESSMENT)

Rubric Criteria
(Categories)
Economic benefits- includes 3
accurate economic benefits of
working in a factory versus
working in agriculture
Social benefits- Students will
include 3 accurate social
benefits of moving to the city
versus living in rural areas
Fine Print- presents 5
accurate negative side
effects of city life and/or
factory work
Research- cite and use 2
primary sources and 3
secondary sources

GOAL Understand that the Industrial Revolution drove people from agricultural life to factories and cities.
Compare and contrast the benefits and consequences of city/factory life to agricultural life. Understand the
societal and economic impact of the Industrial Revolution on the working class.
ROLE You're a job recruiter in the Industrial revolution.
AUDIENCE Farmers and their families
SITUATION You have been hired by a factory owner to recruit workers so he can expand his factory. You
need to push the benefits of city life and the benefits of working in your factory to farmers to convince them
to move to the city to work in this factory. You will be paid based on how many people you convince to move
so you must be convincing.
PERFORMANCE/PRODUCT Student will create a pamphlet showing the benefits of city life and working in
a factory as opposed to agricultural life. Pamphlet will include a section on the economic benefits of working
in a factory compared to agricultural life. Pamphlet will also include a section on the social benefits of city
life compared to rural life. Pamphlet will shed factory and city life in a positive light to convince people to
move to the city. It should also include a Fine print section to shed light on some of the negative effects of
the industrial revolution. This section of the pamphlet should include 5 negative side effects of factory/city
life. All sections will include evidence from primary and secondary sources that is cited properly.

Understanding by Design 2.0 - Wiggins and McTighe, 2011

UNDERSTANDING BY DESIGN UNIT PLAN

STAGE 3: THE LE ARNING/FORM ATIVE ASSESSMENT PL AN (USE AS M ANY ROWS AS NECESS ARY)
Le ss on # &
Topic / Foc us
Le ss on # 1
Ca u se s of t he
I nd u st ria l
Re vo lu t io n

Le ss on # 2
Tech n o lo g ica l
A d va n ce s

UK Ds ( You ca n
i ncl ude #s from
S ta ge 1 )
U1, U2, U4, K1, K2,
D1

U3, K2, K3, K4

Conc re te G RO UP Forma ti ve As s e s s me nts

(Thorou ghl y De sc ri be and/ or At t a c h )

Conc re te I NDI V I DU AL Forma ti ve As s e s s me nts

(Thorou ghl y De sc ri be and/ or At t a c h )

After a short lecture on some general causes and

effects of the beginning of the Industrial Revolution
students will complete a group activity in their home
learning communities. Students will be asked to
complete a partially filled in Cause and Effect chart.
The chart will have 5 causes and effects with some of
the effects parts filled in and some of the cause parts
filled in. They will work as a group with their textbook or
a laptop to fill in the missing correlated cause or effect.
They also will draw or find a picture on the internet to go
with each cause and effect. I will go around the room
and observe which group seemed to understand which
cause and effect column the best. I will then choose that
group to present that column to the class. Each group
will present one of the cause and effect columns so that
any group that was struggling can fill in their chart.
After the photo finish students will go around the room
and complete a Find Someone Who activity. Students
should have all chosen different technologies and
inventors to complete their photo finish so they all will
have unique background information on all different
technologies. Students will be given a worksheet with
the 9 main technologies and inventors that that SOL
asks for. The activity alternates between asking them to
find someone who knows who invented that invention or
asks them to find someone who knows what the
provided person invented. Some questions also ask
students to find someone who knows the significance of
the invention or an effect of the invention to implement

Students will complete a 3-2-1 exit card asking them to list

three general causes of the industrial revolution. Students
will then be asked to make two predictions on how it will
affect the economic and social state of the world. Students
will also include one question they have from todays
lesson. I will collect these exit cards and see if students are
understanding how advances in technology and
transportation drove the industrial revolution and that they
understand some of the basic social changes that
happened concerning creating the middle class. I will group
the questions into some main misconceptions and answer
these for the students at the beginning of the next days
lesson.

Students will complete a Photo Finish about technological

advances in the Industrial Revolution. This worksheet will
have 8 boxes for students to draw the technology and a
few lines below each box to caption the picture. They can
pick any 8 technologies from the industrial revolution that
they want. However, they must pick at least one that is
related to transportation, one that is related to textiles, one
that is health related, and one that is related to the
steel/coal/iron industry. They will be given a time span of
1750 to 1900 to choose from. They can use their book or
the internet to research these technologies. Students will
then draw the technology. Students will be asked to write
below the drawing: the inventor, the date it was invented,

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UNDERSTANDING BY DESIGN UNIT PLAN

some higher order thinking into the activity since it is
mostly based on knowledge based skills. One question
asks students to find someone who can draw what the
person invented. I will circulate throughout the room and
make sure students are not going to one person for all
of the answers and that the majority of the students can
answer most of the questions.
Le ss on # 3
S o cia l Eff ect s

D1, K6, K8

After a short lecture by the teacher stating some of the

social effects of the industrial revolution, students will
complete a Carousel Brainstorming Activity around
the classroom. Teacher will put up 6 posters around the
room. Each poster will have a different topic. The topics
will be: What was the impact of the Industrial revolution
on Education, What was the impact of the industrial
Revolution on Womens Rights, What was the impact of
the Industrial revolution on Children, What was the
Industrial Revolutions impact on the Standard of living,
What was the industrial revolutions impact on class
systems, and What questions do you have still about the
industrial revolution? The class will be split into 6 small
groups and each will go to a station. Each group is
required to write something on the poster. They must
pass the marker each time so different people are
writing, they cannot repeat anything any other group
said. Each group will have a different colored marker so
the teacher can see who contributed what. After the
initial contribution the teacher will give 2 minutes for
each group to agree, disagree, or add a question mark
to previous groups contributions to the prompt.
Students will then be given three minutes to add positive
or negative effects of each topic to the poster. Then the
groups will rotate until they are back at their original
poster. Then they will mark their final agree, disagree,
question marks and return to their seats. The teacher
will go over each poster with the class and hit on the
most important points that the groups made. The
teacher will also answer questions that students are
struggling with from the questions poster and address
these before the test. The teacher will leave these
posters up throughout the unit so students can refer
back to them for background information on their

where it was invented, the significance of the technology to

the industrial revolution, and the significance of the
technology to the world today. This activity asks students to
draw on research skills to find the technologies and
information about them and higher order thinking skills to
discuss the significance then and now. The teacher will
circulate around the room and will suggest important
technologies to students who look like they are struggling
to come up with inventions.
studies
textbook
page which
asks
them
give and
aofby
summary
of the topic,
historical
developments,
key
vocab
terms,
important
historical
figures,
achievements.
grafitti?My)
(Potentially
change
to/economy,
theto
topics
the
Students
will
complete
angeography
individual
assessment
Creating a Back Story. Students will draw a large index
card out of a pile that will have the age and gender of the
person as well as the social class they belong to(working,
middle, or upper class). On the back of the card the student
will write 5-7 sentences about that persons life in the
industrial revolution. They will write about what kind of job
they most likely worked, what their living situation was like,
what kind of education they probably had, and how much
political power this person most likely held. Cards are
randomized by the teacher and include adult men and
women in the working, middle, and upper class, as well as
boy and girl children in the working class. This activity will
allow the teacher to see which students have started doing
research on their GRASP based on the thoroughness of
their responses and which students are starting to
understand that the industrial revolution changed the class
structure and created a middle class. It will also help the
teacher to see what students understand the concept of
child labor and some of the negative effects of the industrial
revolution. The teacher will ask the best student in each
category (Adult male/female-working, middle, upper class;
girl/boy child-working class) to share their story in class the
next day so that students can have an auditory learning
experience and see what the teacher considers exemplary
work to keep in mind for their GRASP.

Understanding by Design 2.0 - Wiggins and McTighe, 2011

UNDERSTANDING BY DESIGN UNIT PLAN

Le ss on # 4
Communi s m,
Ca pi ta li s m,
a nd S oc ia l i sm

K7, U2, D2

Le ss on # 5 The
I . R. and the
Re s t of the
Worl d

U1, D3, D5

GRASP.
After the SOS individual assessment students will
complete a Debate Team Carousel. They will receive a
Square diagram that will have them support parts of
their claim from the original SOS assessment. The top
left hand corner will have them write in their words, the
definition of capitalism and why it is the best economic
system. Students will be asked to pass their paper to
the person to their left in their group. In the top right
hand square a student will be asked to provide more
evidence supporting the claim that their peer made that
capitalism is the best economic system. They will then
be asked to pass their paper again. The bottom left
square asks them to disagree with this claim. Students
should pick either communism or socialism and argue
why this is a superior system to capitalism. They are
asked to provide details explaining why they would
disagree, even if that is not their original or personal
opinion. After that, the paper will be passed once more
and in the bottom right square the next student will be
asked to pick whichever option their peer didnt pick,
either communism or socialism, and make the argument
that that is the superior economic system whether they
believe that or not. If students finish the debate team
carousel while their peers are still working or
researching, they can complete the graphic organizer
individually. I will collect these at the end of the class
period and look for misconceptions to correct in the next
class period. Then they will be returned to students to
use as a study tool
Students will do a jigsaw in which they are each given a
different country to research and see how these
countries were affected by the industrial revolution.
Students will be split into five groups for the United
Kingdom, United States, Germany, France, and Russia.
In these expert groups students will be given prompting
questions such as What were the available resources
like for this country and how did this affect their ability to
industrialize? What was the political situation in this
country in the 1800s and how did it affect their ability to
industrialize? What was the economic situation of this
country and how did it impact their ability to

Students will complete an S.O.S that gives them a

statement on capitalism and asks them to give their opinion
on what a factory worker might think of each economic
system and then show support for that opinion. Teacher will
use this to differentiate students for the debate team
carousel, where students who show low readiness for the
activity complete research before they can start debating,
and students with high readiness are allowed to debate
right after the individual assessment. Teacher will base
readiness firstly off of which students thought that a factory
worker would not support capitalism and the thoroughness
of their explanation. These students will be ready to
complete the debate team carousel right away. Students
who said a factory worker would not support capitalism but
gave minimal reasons why would be allowed to use outside
resources during the debate team carousel for minimal
extra support to complete the assignment. Students who
thought a factory worker would agree with capitalism do not
understand capitalism and would need to complete a
graphic organizer defining and comparing capitalism,
communism, and socialism before they can participate in
the debate team carousel. The graphic organizer can be
used as a study tool for the test once I have looked over
them and corrected any misconceptions.

Students will complete a matrix listing Russia, Germany,

France, UK, and US. The columns they should be filling out
are, when this country industrialized, what kind of natural
resources they had, what was the political situation, and
what were the economic situations. Students will use the
information they gathered in their group work in order to fill
out this matrix. The teacher will collect this matrix at the
end of the class period and grade it for completeness. The
teacher will use this assessment to see where there are
misconceptions. The teacher will hand back the matrixes
the next day and give a short lecture filling in any missing
information. The students can use the matrix as a study

Understanding by Design 2.0 - Wiggins and McTighe, 2011

UNDERSTANDING BY DESIGN UNIT PLAN

Le ss on # 6
S ource
Ana l ys is

U1, D5

industrialize. Students will record their findings on their

matrix. Students will then return to their home tables
and share their findings for each country and the
answers to their questions for their peers to collect this
information for their matrixes. I will circulate and suggest
websites and good sources for groups that are
struggling to find back ground information.
Finding and interpreting primary sources is an integral
part of a history classroom and a valuable skill I want
my students to hone. I also ask them to find sources for
their grasp and want to support them by doing a class
activity on finding sources. I would start the class by
doing a fact storming activity. I would have students
join a padlet and write up important terms and vocab for
the industrial revolution until we have a list of about 30
terms. I will then sort these terms into technology,
politics, economics, and social. The class will split into
four groups and will have to find a primary source and
secondary source for each category. They can make
their search easier by searching for the key terms we
brainstormed as a class. The students will record their
findings in a google doc and have to give a 3 sentence
summary about the significance of each source to their
topic. I will walk around the room and give support to
struggling groups by suggesting sites they can look for
good sources in. Halfway through the class period we
will share these documents with the entire class so they
all have access to the sources.

tool for the test.

One of my philosophies as an educator is stressing to my

students how important it is to be able to analyze primary
sources and to be able to write out a persuasive argument
using evidence. This skill is invaluable in the workplace for
work proposals and for my students that eventually plan on
pursuing college. For the rest of the class period, students
will work on an in class essay. They will argue whether the
industrial revolution was primarily positive or negative.
They will focus on the economic, social, and political impact
of the industrial revolution. I will stress to the students that
there is not a right or wrong answer, what I am looking for
is that they support their claim with evidence. I will ask that
they use 3 sources and at least one of these sources be a
primary source. They may draw from the sources we found
as a class or use new sources, as long as they are
reputable sources from books or trustworthy websites. The
essay should be about a page double spaced. If it is not
completed in class, it may be completed for homework.
Students may resubmit until they get the grade they desire
up to the end of the next unit. The teacher will look at these
essays as a form of review to see if the students are ready
for the test or if the class needs another review day before
the assessment.

Understanding by Design 2.0 - Wiggins and McTighe, 2011