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Name:__Peter Walsh______________________ Cohort: ____________

Lesson Plan
Lesson Title: _Introduction to the Industrial Revolution____________________________ Grade: 12____ Date: ___________

Subject: _History____________ Strand: CHY4U________________ Location: ___________Time: (length in minutes): _70 minutes _

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
There will be three main parts to this lesson. The first will be a 15-minute introduction to cover the main points of how
the Industrial Revolution was started, and give an idea of the changes that was caused on behalf of the revolution. The
second part is a hands-on activity in which groups of students will create their own steam boats. The class will be
concluded with a painting analysis of, The Fighting Temeraire, by J.W.M. Turner.

The first part will be presented through the medium of slideshow. It will start with a slide that is a review from the
previous unit on the French Revolution. Then the lesson will merge into talking about England and the rise of the coal
industry, which lead to the rise of Industrialism. Before the main content is presented, there are three main questions
that the students will have the knowledge to answer after the slideshow. At the end of the slideshow, the questions
will be shown again and, using the Open Ended Questions check for understanding, the student will record and hand in
their answers. The second part will be very hands on. Students in groups of 4-5 will follow the instructions provided
and build their very own steamboats. The instructions for the boat is in the form of a video. The students will have 40
minutes to complete the boat, and 5-10 minutes to let their boats drive around a pool of water. The last activity will be
a class analysis of the famous painting from this period, The Fighting Temeraire. This picture shows a small steamboat
tugging a massive old sail powered warship off to the junk yard. This painting was made during the industrial
revolution and reflects the dominance of new technology and how society is being replaced by it.

Ontario Curricular Overall Expectations (numbers from documents and details)

• C1 – Social, Economic, and Political Context: analyze key social, economic, and political issues,
trends, and/or developments in various regions of the world between 1650 and 1789.
• C2 – Communities, Conflict, and Cooperation: analyze interactions between different groups in
various regions of the world from 1650 to 1789 and how various forces/factors affected those
• D1 – Social, Economic, and Political Context: analyze key social, economic, and political issues,
trends, and/or developments in various regions of the world between 1789 and 1900.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

• C1.2 – Describe a variety of developments in science and/or technology during this period, and
analyze their impact.
• C2.4 – Analyze key causes and consequences of some economic and/or cultural exchanges between
different countries or regions during this period.
• D1.1 – explain some of the causes and consequences of key social developments and/or trends in
various regions during this period.
• D1.2 – Describe a variety of developments/achievements in science and/or technology during this
period, and assess their impact on various society.
• D1.3 – Analyze key economic events, issues, and /or developments in various regions during this
period, with a particular focus on the Industrial Revolution.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

• D3.4 – Analyze how various factors influenced artistic expression in different countries during this

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

• Coal was a major industry that kick started the Industrial Revolution
• The Industrial Revolution lead to the eventual downfall of the feudal system across Europe
• The rise of steam power completely industrialized Europe and changed the world in almost every aspect


Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Identify the main industry that majorly contributed to the development of the Industrial Revolution
I can: Identify what social system fell because of the revolution and how was it replaced
I can: Identify the technology that gave the ability of mass transportation and production
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Say Brainstorm Checklist

Assessment As Learning Write Open Ended Questions Observation Sheet
Assessment Of Learning Say and/or Write Class Discussion and Analysis Observation Sheet
Prior Learning: Prior to this lesson, students will have
* A basic understanding of the Feudal System
* The causes and effects of the French Revolution
* How to analyze historical images
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
If someone has troubles taking notes, I can print-off the slides beforehand. This can help as well for ESL students. Also,
if there is an ESL student, communicate that with the ESL teacher about this lesson and what will be learnt. This helps
the ESL teacher know what information will be needed to be taught to assist the student.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Canal, Capitalism, Industrialization, Multi-class system, James Watt, Horsepower, Coal

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
• PowerPoint presentation
• Projector and screen
• For each group during the activity (1 x 1 Litre Juice carton, 1x empty can of pop, sticky tack, 3 bendy straws,
water, 1x tea candle)
• Video lesson for steam boats
• Lighter (for teacher use only)
• Large baby pool filled with water
Learning Environment (grouping; transitions; physical set up)
The lesson will start out with students sitting by themselves while taking notes about the PowerPoint. Then the
students will be moved into groups of 4-5 students to create the boat. After the boats are made and put in the water,
the students will go back to their own desk for the painting analysis. The class has single desk set up in rows, facing the
projector screen and whiteboard.

Cross Curricular Links

This lesson will touch on aspects from the Art curriculum, and the Science curriculum

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: _10 min_-_15 min_ (Indicate time breakdown of instructional elements)
Present and teach from the slideshow. This section of the Take notes.
lesson is primarily direct instruction. Brainstorm and raise hands to state what they remember
Ask what the class remembers from the French from the French Revolution Unit.
Revolution unit. Ask questions for clarification.
• Does anyone remember any detail about the Record their answers for the three summary questions
Reign of Terror? posted on a blank piece of paper.
• Who were some of the parties that took
control after the revolution?
• Do you know the full name of the ruler of
France after the Coups d’etat?
Go over questions to consider while teaching the
• What was occurring in England at this time?
• How did society change from a feudal system
to a multi-class system?
• What sparked the changes that ended what
was left of the feudal system and brought the
world into the realm of mass production and
mass transport?
Briefly explain the structure of both, the feudal
system and the multiclass system (or Social class
Based structure).
Show James Burke clip about the building of
The last pictures in the slideshow show the
progression from engine -> engine powered

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

locomotive -> engine powered manufacturing
machines -> mass factories

Answer questions that are asked by students.

Collect recorded answers from students at the end
*Make sure to keep some spare pieces of paper for
students who do not have any*

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: _40_min_-_50_min (Indicate time breakdown of instructional elements)
Switch to slide with activity instructions. Make sure to As a group, follow the instructions and construct the boat
read out all of the instructions on slide before the class as a team.
gets up and starts moving. Ask teacher to light their candle when they are ready.
This activity will take place in the classroom using the Once the boat starts running, clean up from activity.
desk as work surfaces. There are no notes they have to take while doing this
Provide instructions for the boat making activity. The link activity.
to the video instructions will be posted on the classes
The students will form into groups of (4-5) and send a
runner to pick up supplies for the activity from the front
of the class.
Roam around the classroom to assist groups and check on
Light candles when boats are ready
Assist with clean up

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: _10_min_-_15 min_ (Indicate time breakdown of instructional elements)
Explain that the boats they made were once very popular Think silently or write down points about painting that is
toys during the Industrial Revolution. shown in their notes or a scrap piece of paper.
Steam power played a key part in almost every person’s Raise hands and point out aspects that they noticed.
life. Answer questions posed by teacher.
Move on to painting analysis. Refresh students on
questions they can be asking while analyzing painting
• What do you see in the painting?
• What emotions do you have while looking at this
• What do you think is occurring in the painting?
• How do you think this relates back to our lesson?
• Have you seen this painting before?
• What would you name the painting?
Show painting, The Fighting Temeraire, and let class look
at it for a minute or so.
Ask general questions, then move on to leading
questions, based off of the replies from the class, to start
deeper discussion.
Try to get the class to take control of discussion and feed
off each other’s answers.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

At the end explain the painting’s name, the artist who
painted it, and a little bit of background information on it
which relates back to the time period at hand. This
painting represents the new ushering out the old. The
small steamship is taking the older and beautiful war ship
of to be decommissioned and dismantled. It shows the
turbulent time of technological changes. This is the
overall theme of the unit. Rapid change in technology,
society, and the world. This will then conclude the
introductory lesson of the unit.
Extension Activities/Next Steps (where will this lesson lead to next)

This lesson acts as an introduction to the unit. By learning about how the Industrial Revolution started, making a toy
from that period, and analyzing a painting from the period, this will get the students engaged and familiar with the
time period. The next step is to continue building on the time period they just were introduced to.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013