Course/Level: World History/10th Grade Essential Question: Does the cost of Industrialization outweigh the benefits? Standard(s):SSWH15 A.

Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its effect on women. MYP Unit Question: How do our actions have an impact on others? Area of Interaction: Health and Social Education The Industrial Revolution not only impacted the nations that industrialized during the 18 th and 19th centuries, but had far-reaching intentional and unintentional consequences in regions all over the world. As industrialized nations sought to expand its resource base, worldwide political, economic, and social tensions, conflicts, and changes ensued. Significant Concept(s): Global Interactions Approaches to Learning: Transfer (making connections including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations ) Bell ringer: For the bell ringer, the students will vote on the question Who is the most influential person to World History? in a march madness bracket. The two people that are competing against each other are Toussaint LOuverture and Michelangelo. First, I will review with the students who these two men were and what their contributions to World History is. Then, students will vote on who they think is the most influential to World History. Activator: As students walk in the classroom, students will receive a post-it sticky note. The students will be prompted to write either one benefit or either one negative of the Industrial Benefit. And walk to the board and place it either on the positives side of the board or the negatives side of the board. Once, each student is done, I will read aloud the different answers. Using our answers on the board, we will answer the Essential Question, Does the cost of Industrialization outweigh the benefits? Mini-Lesson: Students will be given a handout in order to follow the video. I will periodically stop the video in order to explain different economic terms and concepts. Interactive Video Lesson Smith vs Marx The class will next participate in the activity, Line of Contention. On the far end of the classroom, there will be the sig n that says Socialism and the other sign will say Capitalism. The first question that I will ask the students is, In your opin ion, Is the U.S.
Comment ed [A2]: I expected students to be able to take what they learned in class from power points, handouts, and discussions and be able to expand on it without notes. I also expected them to possibly expand and really emphasize what would be important to them based on what they learned. Comment ed [A3]: Toussaint LOuverture won the by a landslide. Students thought he was more influential because he led the most successful slave revolt where they saw Michelangelo just as an artist. Comment ed [A1]: The analysis of the students work derived from this part of the standard. To teach the entire standard it was a 3 day lesson.

Capitalist or Socialist?. The students will move either closer to Capitalism sign or the Socialism sign, or towards the middle if they have not decided. Students will discuss in their groups why they decided their particular answer and nominate someone in their group to share their answer. The second question will be, In your opinion, Is capitalism better or socialism for the U.S.? The students will repeat the same process with the second question. Work Period: To introduce students into women in the work force, I will facilitate a short discussion on capitalism. I will mention that if in capitalism, there has to be someone on top making a profit then there has to be someone at the bottom. Next, I will have a student volunteer to read a short essay on Womens work during the Industrial Revolution. Next, student will be separated into six groups of 3-4 members. Groups A, B, and C will be read the same poem/song. Groups 1, 2, and 3 will read the same poem/song. Students will have three minutes to silently read the poem. They will each write the answers to the following questions on the large sheet of paper. Who is this poem about? Was this during the Industrial Revolution? Why was this poem written? After the students finish writing their answers, the students will have two minutes to discuss the poems in their small groups. After the discussion, Group A will switch papers with Group 1, Group B will switch large papers with Group 2, and Group C will switch large papers with Group 3. These groups will read the poem (which is a different poem) and only answer the question Why was this poem written? After, this we will discuss the documents as a whole group including working conditions, why women were hired, and other factors to why women were important to the industrial revolution. Primary source Doc Analysis - Womens Work in Industrial Revolutions Summarizer: Students will answer, Predict what will happen in the next 50-100 years after the Industrial Revolution, so that women are not only working in factories but have other options as careers.

Comment ed [A4]: This activity is always very interesting to watch. I enjoy doing this activity because it is a way to visually see where students fall on issues. This activity also gives a platform for students to safely voice their opinion.

Comment ed [A5]: Class ended shortly after this, so everything else on the lesson plan occurred the next day.

Comment ed [A6]: Of these three questions, the last question Why was this poem written? I asked them to place the most emphasis on. I wanted to really think about why someone would take the time to write that poem/song. And also what would lead them to writing something like this?

Comment ed [A7]: This was my attempt to bring in future feminist movements that would occur in the future. Students did not have much exposure to any of these movements, so there answers consisted mostly of they moved out of the factories.