Social Studies 10

Unit Plan:
The Industrial Revolution

Dan Savage
September 2009
 Table of Contents:

Unit Overview .................................................................................. 2

Assessment Outline ......................................................................... 3 - 4

Industrial Revolution Concept Map .................................................. 5

Columnar Topic Plans ...................................................................... 6 - 15

Concept Map Assignment ................................................................ 16 - 18

List of Portfolio Assignments ............................................................ 19

List of Final Project Options ............................................................. 20 - 23

1
 Social Studies 10: Industrial Revolution Unit Overview

! This unit will introduce students to the massive changes that occurred in all

facets of life because of the Industrial Revolution. This great change in the way goods

were produced had far reaching consequences, and is still effecting us today. Students

will explore the inventions and innovations that drove this revolution in economic

organization, and the positive and negative results in the social and political realm

because of the changes.

! The plan includes some lecture and discussion, but also chances for students to

think and produce in order to expand and demonstrate their understanding. Students

will be employing research and presentation skills at the start and end of the unit. They

will also complete a number of smaller portfolio assignments along the way.

! The activities in this unit will give students a good grasp on the basics of the

industrial revolution and will allow them to put themselves in the place of the people who

lived through this momentous change in the way our societies are arranged.

! In addition to the specific objectives listed under individual topics, the lessons in

this unit will generally help students to do the following:

! - Learn to describe cause and effect relationships

! - Practice using criteria as a basis for making evaluations
! - Learn to state how the parts of a historical situation are related to each other
! and to the whole.
! - Practice communication skills through debate and discussion

2
 Assessment Outline

! !

! ! Portfolio Assignments! ! -! 45%

! ! Invention Group Presentations! -! 10%

! ! Notes Check!! ! ! -! 10%

! ! Unit Final Projects! ! ! -! 20%

! ! Exam! ! ! ! ! -! 15%

Note: Students will be familiar with the types of assessment and marking schemes

described here because they are very similar to those employed in the previous unit.

Portfolio Assignments: These will consist of many small assignments that will be

completed and handed in to be marked. Some will simply need to be completed, and

others will be marked out of a certain number of points. Most of the portfolio

assignments will be assessed formatively, and students will be given a chance to

improve their assignment for higher marks. This is a great way to encourage students to

look back at assignments, and to pay attention to comments and suggestions for

improvement. It will help them to become more self aware (knowing what they know and

what they may need to improve on), and more able to edit their own work. There will

also be formative quizzes included in the portfolios. These will also help students to

understand what they know and donʼt know, and also let students know what

information the teacher considers to be important (helpful for studying for exams).

3
Inventions Group Presentations: Students will be working in groups to research and

present information on important inventions of the industrial revolution. This will occur

first thing in the unit, and the information provided by groups will be referred back to as

we work through the unit. Presentations will be evaluated based on the studentsʼ

abilities to work in groups, their presentations, and any products they create to help

them inform their peers (e.g. pictures, diagrams, handouts, powerpoint presentations).

Notes Check: Students will be working on larger projects during the unit. This will give

the teacher the chance to look over studentsʼ notes, and ensure that they are decently

complete and organized. Students will receive a mark out of 5 each for Completeness

and Organization, for a total of 10 marks for their notes.

Unit Final Projects: Students will be completing projects based on the information

covered in this unit. They will be given choice from a number of possible projects. Each

student will complete more than one final project. This will help encourage students to

do something that may be out of their comfort zone. The projects will be exhibited to

peers and potentially other students and parents. We also have the option to set up an

online exhibition, but this will depend on the regulations for publishing studentsʼ work

and on the feelings of the students themselves.

Unit Exam: Students will also complete an exam on the information and concepts from

the unit. This will also allow for evaluation of value and skill objectives, not just

information.

4
Social Studies Unit 2: ! ! Dan Savage! September ʼ09
! !
The Industrial Revolution

5
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 1: K: -Know that standard of living
Important is a measure of the
Inventions of consumption of goods and
the Industrial services that individuals and
Revolution groups privately and/or
collectively can achieve.
5 Hours
-Know what the important
inventions of the industrial
revolution were, what they did,
and why they were important.
S: -Practice collecting and
presenting information.
-Be able to describe cause and
effect relationships.
-Practice making concept maps
which show the relationships
between concepts.
" " " "
Activity Materials Assessment
1. Students will be given a list of -List of important -Initial concept maps as diagnostic
important concepts from the unit, and concepts for the unit. assessment.
asked to form concept maps using
them. They will hand these in as -Introductory -students group work skills will be
portfolio assignments. They will do the material on the IR. evaluated using a checklist and
same thing with the concepts at the anecdotal records
END of the unit, and they will be asked -Initial presentation
to compare the two maps that they rubric -Studentʼs progress on the group task
make. This will not only give them a will be monitored using exit slips, and
review of what we learned, but they will -Inventions will be self- and peer-assessed by the
be able to see how their conceptions Assignment students at two points in the process
have changed over the unit. The initial instructions. e.g. “How well do you feel you have
maps will also be very valuable to the been working during library/computer
teacher as diagnostic assessment. -Access to the library lab time?”
2. Teacher will present a quick and computer lab.
introduction to the Industrial -Studentsʼ presentations / teaching of
Revolution, including the concept of -World History their inventions to their peers will be
standard of living and other important textbooks. evaluated using a rubric that we will
concepts. co-construct.
3. Students will work in groups to -Exit slips
research, compose, and present
information on an important invention - Peer / self
or innovation of the industrial revolution evaluations for group
in Britain. Students will be guided by work
questions that they need to answer.
Students will present their information - Concept Map
as a group to the rest of the class. We assignment
will co-construct a rubric to evaluate explanation
the presentations before the research
work begins. - Group Work
4. Each group of students will become an checklist + anecdotal
expert on their invention, and will teach records checklist.
their peers about their area of
expertise.
6
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 2: The K: -Know that the agricultural
Agricultural revolution involved a change in
Revolution the way agriculture was
conducted and advanced, and
1 Hour the results of this change
-Know that commercialization
of land gave incentive to find
ways to make the land more
productive so that the owner/
worker of the land would have a
profit
S: -Be able to organize
statistical data in a way that
inferences may be drawn from
it.
" " " "
Activity Materials Assessment
1. Students will graph the population -Population - At the end of the lesson, students
numbers for Britain over a span of Graphing Exercise, will be asked to explain the key
years. Students will be asked to predict with place for points of the agricultural revolution
why the population increased in this inferences and how it changed things.
way.
2. Ask students: “What was farming like in - Students will be handing in their
the time before the IR? e.g. during the population graphs with inferences as
middle ages?” “What can you predict a portfolio assignment.
about the nature of farming at the time?
How much experimentation do you - The opinion on farming assignment
think farmers did? Why?” will allow students to demonstrate that
3. Explain the ag. revolution, calling on they understand the differences that
invention expert groups in the class as occurred due to the change in
we cover these inventions. Be sure to organization of farming in B. over the
connect to scientific revolution/ agricultural revolution
enlightenment, and to FR. (how both
great changes came about due to SR
and Enl.) Also ask students how this
may be similar to changes in farming in
the Province of Sask. over time.
4. Assign a short portfolio assignment:
“Would it be better to have lots of
smaller family farms or a few large
business run farms? Why? (be sure to
support your position with evidence/
examples)” Students will be
encouraged to make reference to
information from the lecture if they can
7
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 3: Great K: -Know what advantages
Britainʼs Britain held that propelled it
Advantages in through the IR.
the IR
-Know that profits were one
1 Hour way of encouraging risk by
entrepreneurs
-Understand that capitalism and
banking systems are important
for collecting investment
capital.
- Learn to compare and
contrast information organized
under one paradigm with
material organized under
another paradigm.
Activity
1. Brainstorm differences between Britain
and the rest of Europe at this time. (+
anything unique about Britain
[geography])
Possible student answers: - political
differences, no wars on B. land, island
with lots of ports, navy (esp. merchant)
2. Lecture discussion on the advantages
Britain held at this point. S. will fill out a
chart during the lecture (portfolio
assignment). Encourage students to
ask questions as we go to ensure they
understand the requirements of the
chart assignment.
" " " "
Materials Assessment
- Comparative Chart -The portfolio assignment will help
for Britainʼs assess studentʼs understanding of the
advantages specific advantages and why they
helped
- Students will be asked to explain
orally why britain was in a better
position to industrialize
- The formative quiz will inform both
the students and the teacher of their
understanding / memory of the main
points. Also an opportunity to fill in
any gaps in their knowledge. (Also
lets s. know what information is seen
as important). See Assessment
Overview for more information on
Formative Quizzes.
8
Social Studies 10 Unit Plan: The Industrial Revolution (IR)" " " " "

Topic / Objectives / Methods Activity Materials Assessment

Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 4: K: - Know what infrastructure is 2. Students will complete a formative quiz -Spinning Wheel -Understanding will be assessed by
Changes in and how it relates to economic based on the agricultural revolution and asking students to explain the
the Textile production Britainʼs advantages. -Wool to spin if advances in technology in the textile
Industry 3. Bring in spinning wheel and materials if possible industry in G.B. and how these
- Know that the purpose of an possible. Ask students leading changed how the industry was
1 Hour infrastructure is to make questions about the device. “What is -Formative Quiz on conducted.
possible the production of this, what does it do? When were these Topics 2+3
goods and services necessary mainly used, by who?” - If the wheel -Students will be asked to infer what
to satisfy human needs and works, possibly have a volunteer come the pros and cons of these changes
wants. try it. might be (this gauges understanding,
4. Lecture / discussion on cottage and also gets students thinking ahead
- Know the basic changes that industry, and improvements in to some of the later topics).
occurred over the technology and how these changed the
development of modern nature of the industry. (rely on student
industrial infrastructure in expert groups as much as possible).
Britain and why. 5. Speculate as a class (or in small
groups - then as whole group) on a
future invention or set of inventions that
could greatly change how society
works. (this is in preparation for an
optional final project that students may
do on their own.

9
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 5: K: -Know that a major cost of
Steam producing goods is
Engine / transportation cost (raw
Transportation materials to centre or
production, goods to market)
1 Hour and that traditionally water
transport was cheapest.
- Know that a fundamental
technology change to a society
will have profound effects on all
aspects of an economy.
" " " "
Activity Materials Assessment
1. Have students move into groups of 2-3. -Portfolio -”How did the world of Great Britain
They discuss: “How would the world assignment change b/c of the steam engine /
change if cars, busses, planes, trains, directions locomotive?”
and all other oil fueled transportation -”What were the major
was stopped? Occurs over a 2 year improvements / discoveries that lead
period, b/c of plummeting oil resources. to those changes?”
How would the world change over - Formative quiz at start of next class
those two years, and esp. after when will show students and teacher where
there are no more transp. that use oil understanding / memory is sitting for
or electricity from oil?” this topic and the one before (covers
2. After some discussion, come back to steam engine / transportation +textile
whole group, elicit ideas from the class. industry).
Then get students to reverse the order:
“How would the world change if these
vehicles werenʼt then were
introduced?”
3. Lecture / discussion on development/
improvement of steam engine and
locomotive + other transport changes
and the results of these (particularly
changes to industry)
4. Short Portfolio assignment - “How MY
life would be different if there were no
fossil fuel powered transportation” - try
to cover lots of different aspects of your
life that would change.
10
Social Studies 10 Unit Plan: The Industrial Revolution (IR)" " " " "

Topic / Objectives / Methods Activity Materials Assessment

Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 6: K: -Know that a technological 1. Formative Quiz covering textiles/ - Formative Quiz “How quickly /easily did the IR spread
Spread of IR lead is seldom very long transportation (Topics 4+5). from GB? Why?”
to other lasting. 2. Ask s. to predict how easily the IR - Portfolio -Portfolio assignment will assess
countries would spread to other countries. Why? assignment studentʼs understanding of the rules in
How would Britain react to help / hinder description (paper place by Great Britain, and their own
1 Hour this transfer? How would other copy or write on insight into the lives of people who
countries react to the these steps? Let board) had to choose whether to cross the
s. discuss for a few minutes, then as a govʼt or not.
class.
3. Lecture/discussion on spread of IR
(Not yet including stories of “defectors”)
4. Portfolio assignment - You are a
machine worker in B. and you have
been thinking about moving to the U.S.
Youʼd like to start an industrial business
there (e.g. weaving), but then you hear
of B.ʼs rules about you not leaving.
What will you do? Will you follow the
rules? Why? If leaving, how will you do
so without the govʼt finding out?” - Give
s. time to work on this in class. Must
hand in written explanations.
5. Tell s. about people that left. - what
they did in other countries

11
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 7: Rural K: -Know that another
to Urban Shift determinant of standard of
living is the condition of the
4 Hours communities in which people
live.
-Know that societies find it
difficult to decide what
adjustments are necessary and
carry them out in a short period
of time.
-Know how the IR changed
cities, and what some of the
negative consequences
resulted from the changes.
S: -Practice organizing
information found in historical
documents under basic
concepts.
" " " "
Activity Materials Assessment
1. Review important factors weʼve -City Building -”How did cities change over the
discussed that would contribute to city instructions course of the IR? Why? What
growth / change (student produced). problems occurred because of these
2. City building activity - to demo the great -Large paper for s. to changes? What improvements did the
changes that occurred as cities draw their cities on changes bring?
expanded. - Students will be given a
sheet of paper to design cities on. They -Portfolio - Maps will be taken in as portfolio
will be read instructions, and theyʼll assignment assignments (They may not
have to conform to restrictions given. instructions physically fit into the portfolio
Once theyʼre done, weʼll discuss what folders, so they may just be returned
problems they ran into, what they think -Required historical to students to keep after theyʼve
about their city, and how theyʼd like to documents for been marked).
live there. (These will be taken in as portfolio assignment
portfolio assignments) - Sanitation portfolio assignments will
3. Connect the problems students found shed light on studentsʼ understanding
to the actual problems that occurred: of the problems that occurred and the
How the exercise is like what reaction against them.
happened, very fast growth, with little
planning.
4. Quick introduction to sanitary troubles
and the campaign against them.
5. Portfolio assignment with choice:
Students will complete one of the
following: a) graph numbers of deaths
by cause (Leeds) with written
explanation; b) explaining one of two
cartoons related to sanitation (one is
more difficult to explain). c) design own
cartoon / drawing expressing
sanitation/disease/deaths information
(with explanation).
12
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 8: Child K: -Know what kinds of labour
Labour and children did, and how society
Other Social reacted to this.
Problems
-Understand the concept of
2 Hours supply and demand in
economics
-Understand the benefits and
costs of these kinds of working
conditions / production
paradigms.
V: -What responsibility does
society have to determine
whether these are wise
decisions or not? - e.g. Child
Labour vs. Child Protection.
" " " "
Activity Materials Assessment
1. Show students a short student- -Access to Computer -”How were children treated during
produced video about Child Labour Lab and Library for the IR? How did this change? Why?”
during the IR (from YouTube). Students photography
will take notes. Have students discuss assignment. -Photography portfolio assignment will
what they saw and how they felt. give students chance to express their
2. Fill in any missed details, introduce the -Photography views on workers rights and
concept of supply and demand for assignment handout protection. Will exhibit their ability to
BOTH goods, and labour. sheet. infer from the photos and connect
3. Explain Lewis Hineʼs photography - observations to learned material.
sociologist who took photos to bring -Smart-board and
about change. He worked for the internet access for
National Child Labour Committee in the YouTube video
U.S. (IR occurred a bit later in the U.S.)
4. Portfolio assignment: S. will search for
Lewis Hine photos (demo how to do
this, and include on instructions) using
the ARC library website. They must
choose 3 photos, explain what each
photo contains, how the photos make
them feel, and what they think should
change if anything. Students will have
the option to share their reflections on
one of their photos with the class. They
will be asked to let me know if they
would like to do this, and we will save
the photo digitally to include in a
presentation. Students will each get
their chance to describe their photo
during the presentation if they so wish.
5. Lecture/discussion about changes in
laws in both Britain and the U.S. and
why they happened (concerned people
lobbying; Parliamentary committee in
B., NCLC etc. in U.S.). Also, discuss
unions (role play if time allows), biology
(moths) and the CO2 increase graph.
13
Social Studies 10 Unit Plan: The Industrial Revolution (IR)"
Topic / Objectives / Methods
Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 9: First K: -Know that people choose
Nations and/or accept patterns of ideas,
Economic beliefs, and values known as
Organizations paradigms.
1 - 2 Hours S: -Practice using the skill of
comparing and contrasting
between two sets of paradigms.
V: -Is one paradigm better than
the other?
-Should economic decisions be
evaluated on the basis of:
profit, efficiency, tradition,
morality?
" " " "
Activity Materials Assessment
1. Introduction to the multiple nature of -First Nations Social -Portfolio assignment will show
First Nations cultures (not a single Organizations studentsʼ ability to compare and
group). information sheets. contrast two different economic
2. Explain that Teacher expects open, systems.
honest, but respectful discussion on -Portfolio
this. “Teacher canʼt force you to believe assignment -informal assessment of studentsʼ
a certain thing, to look at things from a explanation and abilities to objectively discuss a
certain perspective, etc. But I do want chart (students can potentially difficult issue: Why we
you to open your minds and think about list pros and cons in should learn about FN, I, and M in
new possible ways of seeing the world. point form). Canada. (some may have strong
Therefore, be respectful of your peers, opinions in either direction.)
their opinions, and to groups of people
please.” Discuss “Why is it important to
learn about FN, I, and M in Canada?”
3. After the discussion, introduce specific
information about social organizations
in a specific First Nations culture.
Discuss economic organization in
particular. “How should we judge how
good an economic system is?”
Possible student answers: profit,
efficiency, tradition, morality,
environmental health, etc.
4. Portfolio assignment - pros and cons of
these two different ways to approach
economic organization. Give time to
brainstorm in groups of 2-3 before they
write individual assignments.
14
Social Studies 10 Unit Plan: The Industrial Revolution (IR)" " " " "

Topic / Objectives / Methods Activity Materials Assessment

Estimated (K: Knowledge, S:
Time Skills, V: Values)
Topic 10: IR S: -Practice applying previously 1. Students will complete a second -Assignment -We will be co-constructing a rubric /
consolidation/ learned concepts to new concept map after having completed description and multiple rubrics to assess studentʼs
application situations. the unit. They will compare their initial options projects.
(Unit Finale map to this new one to make clear
Projects) -Practice stating how the parts what they have learned over the unit. -Access to library/ -Students will also assess their peerʼs
are related to each other and to (portfolio assignment) computer lab projects during the exhibitions of
7-8 Hours the whole. 2. S. will be given a list of possible projects.
assignments to demonstrate and -Possibly scanner/
-Practice collecting and expand on what theyʼve learned about digital camera for -Exit slips will be employed over the
presenting information. the IR over this unit. Co-construct online exhibition of work time, to ensure that students are
rubrics - can be adjusted over time; projects (have using their time wisely (along with
-Practice making concept maps (discuss online exhibition option at this students do informal assessments of use of time)
which show the relationships point) digitization if
between concepts. 3. T. will explain the options, possible) -Be sure to send information to
requirements. S. will be given time to parents and school about exhibition of
work on these in the library / computer -Rubric pre- projects; encourage guests.
lab. conceptions /
4. Students will show and explain their starting place
projects to the class in an exhibition
type set up. This may be done in class, -Exit slips
or depending on studentʼs feelings,
possibly through an online exhibition. -Collection of
(students will be required to look student produced
through peerʼs projects to answer questions about their
simple questions about them as a projects (to be
portfolio assignment [if online, in pairs - assembled as
computer numbers limit us a bit]) projects are finished)

Unit Exam! General evaluation of the -The exam.

learning and retention of
1 Hour important facts and concepts
from this unit.

Total Time: 27 Note: This is not a conservative estimate. Will run over-time if anything. Not
Hours expecting to go over 35 hours.

15
 Unit Concept Maps and Reflection Assignment

Students will complete concept maps on the first day based on their current
understanding of the main concepts of the unit. The main concepts will be provided as a
starter. The format for the maps will be demonstrated so the students understand what
will be required. Students will be asked to provide nodes with concepts, and connect
them with lines, on which are words or phrases that explain the connection between the
connected nodes. An example of this is shown below.

The maps from the first day will be saved, and after the unit material has been studied,
students will complete another concept map. They will then be asked to analyze their
two maps to determine what has changed over the intervening time period. They will
write up a short reflection on this. The reflection and the second map that the students
make will be marked. The initial map will not be marked.

Hopefully, the process of analyzing the current state of their knowledge and the change
that has occurred will be helpful in preparation for the unit exam. If students find that
they are missing information in certain areas, they can hopefully work to rectify those
before the exam.

The map and reflection will be marked using the rubric included below. It will be
provided to students before they complete their second maps and reflection.

16
 Unit Concept Maps and Reflection Rubric1

Name: _________________! ! ! ! ! Date: ____________

Category/Weight Excellent (4) Good (3) Weak (2) Poor (1)

Content Coverage map covers all map covers 20-27 map covers 13-19 map covers 12 or
(Nodes) provided 28 concepts and concepts and fewer concepts
30% concepts and vocabulary vocabulary and vocabulary
vocabulary, and
may include
additional..

Linking Words strongly relevant relevant linking linking words are linking words are
20% linking words words are provided between provided between
provided between provided between 50-74% of the less than 50% of
90-100% of the 75-89% of the nodes the nodes
nodes nodes

Reflection Write- includes all major includes at least 3 includes 1-2 does not include
up differences differences differences differences
20% between the pre- between pre- and between pre- and between the two
and post-maps. post-maps. may post- map. there maps
includes 2-3 include 1-2 are no comments
comments on comments on on changes in
changes in changes in knowledge
knowledge knowledge

Title and Map titles and map titles and legend titles and legend titles and legend
Legend (maps legend are are informative are present, but are absent
that include informative and not informative or
different types of easy to find logical
nodes should
include a legend)
15%

Neatness and 90-100% of the 80-89% of the 70-79% of the less than 70% of
Spelling words are legible words are legible words are legible the words are
15% and spelled and spelled and spelled legible and
correctly correctly correctly spelled correctly

1 Modified from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1694597&, Rubric

ID: 1694597; http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1233398&, Rubric
ID: 1233398; and http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1336149&,
Rubric ID: 1336149; all available online at http://rubistar.4teachers.org

17
Industrial Revolutions Concept Map: Example of Potential Student Product (post-unit)

18
 List of Portfolio Assignments

This list includes all the major portfolio assignments that students will complete over the

unit. They are in the order that they will be completed. One more formative quiz may be

added depending on how well students are doing on their portfolio assignments for the

last few topics. There are more portfolio assignments bunched at the end of the unit,

and these will provide assessment information on those topics, so a third quiz will not

likely be necessary. More details on these assignments can be found within the

columnar Topic descriptions (pp. 6-15).

Portfolio Assignments:

! -Concept Map Assignment - one at beginning and one at end of the unit

! -Population Graphing Exercise - brings some math into social studies (Topic 2)

! -Opinion on Organization of Farming (Topic 2)

! -Comparative Chart - Advantages of Britain vs. Other Countries (Topic 3)

! -Formative Quiz on Topics 2+3

! -Transportation Assignment (Topic 5)

! -Spread of IR Assignment (Topic 6)

! -City Design Maps (Topic 7)

! -Sanitation Movement Assignment - includes choice of 3 options (Topic 8)

! -Child Labour Photography Assignment (Topic 8)

! -First Nations vs. Western Economic Paradigms Chart (Topic 9)

19
 List of Final Project Options

You will be completing 2 - 3 of the following projects. These are worth 20% of your mark

for this unit, so be sure to put your best work into them. The starred choices are worth 2,

so if you do it, you need only do one other choice. Otherwise, youʼll need to complete 3

separate choices.

1. Graph the increase in rail line in the U.S. in an aesthetically pleasing way. Answer the

following questions in a paragraph based on your graph and other knowledge youʼve

gained from this unit of study:

! - Why does this happen later in the U.S. than Britain?

! - How would things change because of the increased number of railroads?

2. Create a newspaper article(s) describing the changes brought about by the industrial

revolution. Include at least one picture (a found photograph or illustration, or something

youʼve created yourself) and one or more written stories related to the changes of the

industrial revolution. You can be very specific to a certain topic, or quite general.

3. Read “A Visit to the Cholera Districts” from the September 24th 1849 edition of the

Morning Chronicle. This letter describes a visit to a slum in London. Produce a summary

of the main points of the article including some of the evidence offered by the author. As

well, answer the following questions:

! - How has the media been used, in this case, to raise awareness about the living

! conditions of the people in Jacobʼs Island?

20
! - How does the language used differ from article in todayʼs newspapers? Which

! kind of language do you think is more effective?

! - How convincing do you find the article?

***4. Write a research paper using proper form, evidence, and citations.

! Possible Topics:

! ! - How was the IR different from the FR?

! ! - Womenʼs lives during the IR.

! ! - Childrenʼs lives during the IR.

! ! - Specific Invention

! ! - Debate between those who support / oppose industrialization

! ! - Debate between those who support / oppose globalization with reference

! ! ! to industrial revolution information (difficult)

! ! - IR effects on music (what kinds of music were popular? Why? Effect on

! ! ! instruments?)

5. Draw a timeline of the industrial revolution with illustrations (or photos/clipart etc) and

short descriptions. Be sure to cover all of the important inventions and events of the

revolution.

6. Create a new invention. Describe it, draw it, explain how it works, etc. How will this

invention change the world? Will it bring about a major change to how societies

operate? You can make a model of your invention if you choose.

21
7. Make a model of one of the inventions that we studied. Provide a description of the

history of the invention, what it does, and how it changed the lives of people during the

industrial revolution. How does your invention fit into the revolution? (i.e. when did it

appear relative to the rest of the revolution? How large was itʼs impact?)

8. Produce a video (in pairs if you want). Your video could be of a newscast set during

the industrial revolution (like HistoryBites: what if television had been around back

then?) or an educational video set in current day, but teaching about the past. Be sure

to include information from the unit in your video.

9. “Photography to Change the World” - Like Hine, use photographs to show people

what youʼd like to change about the world today. Include words, sentences, or

paragraphs to explain what you are trying to portray with your photos. You can make a

poster with them, produce a report including your photos, or some other way to present

your photos (e.g. slideshow or video with music if you want).

***10. (more involved / difficult) Do some research on a modern industry that is

considered unfair. (see Oxfamʼs website for information on these kinds of industries)

You will need to choose an industry and provide the following information about it:

! -A description of your industry

-Its importance to Canadian society
! -The countries involved in this industry
-Why Oxfam considers this an unfair trade
-The arguments for and against the current model of globalisation
-Where your opinion lies on the issue

22
 -Ways this industry could be improved and the various organizations attempting
to promote change
-What we can do as students and citizens of a developed nations to affect
change
-You will also be required to draw comparisons between your industry and the
Industrial Revolution

Develop your information into paragraphs to create a report, or produce another product

to get your information across (a presentation, a video, a poster, etc). Be sure to use

proper citations to show where you got your information from.

23