Dora DePaolis Social Studies: World History 10R Unit: Industrial Revolution Aim: What was life like

during the Industrial Revolution? Do Now: Review Questions Objectives: Identify the risks that lower class workers faced Discuss the environmental impact of industrialization Examine documents to draw conclusions regarding the dangers that faced lower class workers. Explain how the middle class lifestyle differed from the and lower class Evaluate the impact of industrialization on art and literature

NYS Social Studies Standards: Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations o Performance Indicator: Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the longterm effects of these changes

ELA Common Core Standards: CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text

Materials: PowerPoint slides, Images and quotes package for 6 stations, Gallery Walk packet, Guided Notes Handout Procedures: Do Now: o What are some of the ways working in a factory differed from work under the cottage system? o Why did the textile mills put the cottage industry workers out of business? Provide students with Gallery Walk packet, which has questions relevant for each station.

Divide students into 5 groups. Each group gets one package of documents to review so that they can answer the corresponding questions in their packet. After 5 minutes, students rotate to the next station. Teacher rotates through stations to assist students. Special attention should be given to Station 5 to ensure students understand the document. o Station 1: Working Class Homes & Neighborhoods o Station 2: Life as a Coal Miner o Station 3: Life as a Mill Worker o Station 4: Middle Class o Station 5: Excerpt: A Modest Proposal o Station 6: Art & Literature Review Student Responses o Images available at each station included in PowerPoint slides to help students recall what they looked at. o Did peoples lives improve during Industrial Revolution? o How do you think most people in the middle class and upper classes viewed the poor? o Why would someone choose to work in these conditions? Review Workhouses o Lack of effective social safety net Do these conditions exist today? o Existence of labor laws & labor unions o Similar living conditions in third world

Key Questions What was life like for people in the lower and middle class during Britains industrial revolution?

Assessment: Students verbal responses Written responses Unit Exam Quarterly Exam

Conclusion: Recap key points Answer any remaining questions students may have Review homework assignment