Unit/Lesson Title: The impacts of Lesson duration: Stage 5, Year 9 & 10 Class: 11 students – mixed gender.

ents – mixed gender. Students have a range of Commented [JS1]: By identifying the diversity within the
industrialisation and it’s spread throughout the 90 mins (double) behavioural, developmental, and mental health disorders, such as, classroom, I could plan effectively and cater for all students.
world ADHD, autism, & anxiety. (FA4.1)
Rationale Syllabus Outcomes Syllabus Content
This lesson follows on from the initial
topics within the Industrial Revolution - explains and assesses the historical forces and - The short and long-term impacts of the Industrial
unit. factors that shaped the modern world and Revolution, including global changes in landscapes,
This lesson presents the topic of Australia HT5-1 transport, and communication - ACDSEH082 –
industrialisation and how urbanisation - explains and analyses the causes and effects of Students:
was a consequence of this. It explores events and developments in the modern world - discuss positive and negative consequences of the Industrial
urbanisation and the class tensions which and Australia HT5-4 Revolution, eg the growth of cities and pollution and the
were present at the time. Finally, students - applies a range of relevant historical terms and development of trade unions
will look at how industrialisation has concepts when communicating an - assess the short-term and long-term impacts of the
spread throughout the world. understanding of the past HT5-9 Industrial Revolution
Students will gain a further understanding
of the impact of industrialisation on
Europe, and the world.
Prior Knowledge Risk Assessment Resources
Students have: - Technology such as smartboard, laptop or - Laptop
- An understanding of industrialisation and computers not working - Projector
how it spread throughout the world. - Monitoring students with regards to - Google Slides
Students can: - Workbooks
inappropriate use of technology, and other
- Identify the impacts industrialisation had - iPads
on society and its influence on the world. classroom management factors - YouTube video: The Industrial Economy:
Crash Course US History #23)
https://www.youtube.com/watch?v=r6tRp-
zRUJs
Learning Outcomes Time Content/Learning Experience Teaching Class Organisation Assessment
Guide Strategies Grouping & Techniques
Students will: classroom
Introduction (Engagement) environment

5 mins - Gain students’ attention. Commented [JS2]: Students were aware that I began
- Understand - Advise students of inquiry question for lesson: What are Teacher lessons with inquiry questions and as such, this became a
how what they explanation Whole class helpful classroom management technique as clear directions
the positive and negative consequences of the
learn in this regarding the lesson were given at this time.
lesson relates Industrial Revolution? And for the second half of the (FA4.2)
to their prior lesson: What were the short- and long-term impacts of
knowledge the Industrial Revolution?
 Body (Exploration/Transformation/Presentation)

- Open slide 40, read to students then ask them to copy it

Direct Instruction Individual
down in their workbooks.
- Gain an 30
understanding on mins - Discuss the difference in working conditions then and Informal
the difference now. i.e., McDonalds, KFC, leave entitlements, OH&S. Class discussion observation:
between working - Open slide 42, ask students to copy down, discuss gauging
conditions during class tension and define Luddites: Luddites were British students’
the Industrial weavers and textile workers who objected to the Teacher reflection and
Revolution and increased use of mechanized looms and knitting explanation participation.
present time.
frames. Most were trained artisans who had spent
years learning their craft, and they feared that unskilled
machine operators were robbing them of their
livelihood.
- Create a mind map titled ‘Machinery has taken over’, Student Whole class Informal Commented [JS3]: Using a mind map to relate the content
- Gain an Consider the following answers: car manufacturers – questioning & mind assessment: students had just learned to our modern world was an activity
understanding of assembly lines replacing people, ATM’s, telephone switch- map monitoring and planned with inclusion in mind. By using student questioning
the advantages board operators, self-serve check-outs, EBAY, on-line
recording I was able to rephrase and direct my questioning
and disadvantages students’ appropriately throughout the classroom so as to include all
shopping, fighter pilots replaced by remote control pilots
of advances in participation and students.
(often sitting in another country). (FA4.1)
technology. engagement.
- Discuss the advantages and disadvantages of these Class discussion
advances in technology.
- Open slide 43 and ask students to copy down. Discuss Individual
the positives of Industrialisation.

5 mins BRAIN BREAK – scissors, paper, rock championship. Winners Student

Commented [JS4]: Brain breaks were essential to student
engagement
of each pair play each other until a winner is found. engagement in the classroom. They are particularly helpful as
students at Indie remain in the same classroom with the same
Informal teacher, so the strategy provides students with a break
30 - Read through slides 44-47. Whole class observation: between subjects. For this standard they are important as they
mins - Watch YouTube video The Industrial Economy: Crash ICT gauging often promote student participation and engagement in the
- Identify the Course US History #23) – 12.31 mins students’ classroom.
influence the https://www.youtube.com/watch?v=r6tRp-zRUJs participation. (FA4.1)
Industrial This video shows the influence the European Industrial
Revolution had in
Revolution had on the United States and their own
other parts of the
world industrialisation. This will lead us into our next topic on
 industrialisation in Australia.

20 - Kahoot Quiz: The quiz focusses on knowledge acquired Student Individual Informal
- Evaluate mins questioning & ICT observation:
throughout this unit.
knowledge gained gauging
in this unit - If all other work has been completed, continue with students’
assessments. If those are completed, students can go participation.
on cool maths games.

Differentiation

- Individual support – particularly for students who are Commented [JS5]: By identifying when individual support
more likely to need encouragement to engage in the is needed and providing it at that time, students can
lesson. participate effectively in class.
(FA4.1)
- Including scaffolded learning & direct instruction so
students are aware of the learning intentions.
- Engagement strategies - Use of a brain break in the Commented [JS6]: As per above comment on Brain
middle of the double lesson so students have an breaks.
opportunity to refocus on teacher and engage in the (FA4.1)
lesson.

Conclusion (Presentation/Reflection)

Supervising Teacher’s Signature: