3/16 Lesson Plan

Lesson Topic: Industrial Revolution Grade level:10 Length of lesson: 90 Minutes

Desired Results
State Content Standard(s):
 Explain the causes and conditions of the Industrial Revolution
 Examine the economic, social, and political changes caused by the Industrial Revolution and their impact on the
development of political and economic theories.
Central Focus: Essential Question(s):
Students will be learning how to debate about different  Why do labour unions exist?
ideologies and assess different political and economic  How did the industrial revolution change the way
theories by learning about the rise of socialism and the economy and society functioned?
capitalism in the Industrial revolution and using that  Should the government interfere with private
information to take a stance and debate for one side. businesses to protect workers?
 Did the industrial revolution make life better?
 Who did the industrial revolution make life better
for?
Student objectives (outcomes):
Students will be able to:
 Identify the key characteristics of socialism and capitalism
 Explain the significance of socialism and capitalism developing and how their rise is connected to the Industrial
revolution
 Make an argument for whether or not the industrial revolution was good or bad overall using evidence from what
we have learned in class

Assessment Evidence
Performance Task(s): Other Evidence:
Students will participate in a structured debate in  Students will be asked to discuss questions in
which they will take a stance either for or against partnerships or small groups throughout the
the industrial revolution and whether or not they lesson and share their answers with the class
think it made life better or worse overall for different
groups of people.

Learning Plan
Learning Activities:
 Class will start with a blooket review game to help refresh student understanding of the basics of the
industrial revolution and what we have already covered in class (about 10-15 minutes)
 We will then watch a short video about the industrial revolution (about 5-10 minutes)
 I will then lead students through an activity where I ask them to discuss in small groups or partners
what they consider to be the pros and cons of the industrial revolution overall. Each group should come
up with at least 2-3 of each. Once students are done discussing, I will call on different groups and ask
them to share their answers, and I will write answers on the board under two columns labeled “pros”
and “cons” as we go. (about 10 minutes)
 I will then introduce the debate activity to the class by passing out the handout and dividing them into
2-4 groups (4 for my larger classes, 2 for my last class since it is so small). Each group will be assigned
the position they have to take (either for or against the industrial revolution). (5 minutes)
 Students will have about 15-20 minutes to organize their arguments and get ready.
 Students will present their argument, and the other group will take notes while they present. Once one
group is finished, the other group will respond. Once both groups have presented their arguments, each
group will have about one minute to present a closing statement.
Resources and Materials:
 Handout
 Blooket (I tried to get a link for this but could not)
 Industrial Revolution Video

Required Accommodations/Modifications:
 I have one student who is allowed extra breaks which can involve getting water or simply getting up to move
around a bit
 There are a couple students who need to work in areas free of distractions, and I let them move away from the
louder students once class gets started if they want instead of staying in their assigned seats.

Additional Modifications for Individual Students:

 I have a couple students who are not very strong readers, and I have provided different sorts of materials such as
videos and images in this class and others to help them.

Extending the Lesson

 If a student wanted to go further with this, they could think about the long term consequences of the industrial
revolution today and go into that beyond simply arguing whether or not it was good for the people back then.
Adapted from Understanding by Design, Expanded 2nd Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and Curriculum
Development.