Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

Grades: 10th grade World History

Subjects Integrated: History, Geography, Creative Writing, Political Theory,
Economic Theory
General Objectives: Students will learn
how the Industrial Revolution (IR) came about,
why it started in Britain,
the specific and broad technological advances caused by it,
the social impacts of it,
the new ideas about economics and society that came about because of the
IR,
how the IR has affected our world today
Students will
practice note-taking skills, researching, and presentation skills,
study primary sources, and
practice writing historical fiction to gain a better understanding of what it was
like to live during one of the Revolutionary time periods.
Activities: create a compilation of notes and diagrams on the Industrial Revolution
to track their learning; research specific technology developed during the IR; field
trip to local manufacturing plant (Decker Manufacturing) to see the impacts of the
Industrial Revolution on today as well as how it has progressed, guest speaker on
transportation technology during the IR; write historical fiction story as assessment
of understanding of Revolutions. *underlined portions are especially unique to this
unit
List of Materials: Technology images printed and laminated, Technology image
copies for students; KWL wkst; technology questions wkst; Social and Economic
Ideas of IR chart wkst; Primary Source IR workforce quotes printed and laminated;
Child labor video questions wkst and video; Decker Manufacturing feedback form; IR
Quiz; Summative Assessment Rubric/assignment sheet
Rational: The Industrial Revolution (IR) portion of this unit follows the French and
Russian Revolution portions. Students should learn about the IR because it is the
greatest life-changing event for the world since the first agricultural revolution. It
also fits into our study of revolutions.
Standards: (Michigan High School Content Standards)
5.3.5.d Analyze the transformation of the European economies
6.1.1 Analyze the causes of major industrial revolutions
6.1.3.a Describe socialism and communism and their role in increasing global
interactions
6.1.3.b Describe the global spread of major innovations and technologies
6.1.4 Compare emerging economic and political systems with those of the previous
era

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

6.2.3.b Describe the social and economic impacts of industrialization

6.2.3.c Describe the environmental impacts of industrialization and urbanization
Summative Assessment: You will write a historical fiction story set in one of the
Revolutions we have learned about : the French, Russian, or Industrial. You can
choose to format your story in whatever way you prefer: Diary, third-person
narrative, first-person narrative, memoir, biography. Your story must be at least
1000 words long and address these items:
- What were the different sides of the revolution, and which one was your
main character(s) on
- What caused the revolution
- What was the ultimate fate of your character
- Include at least 5 significant historical figures from the actual revolution in a
way that describes who they were and why they were important
- Include at least 3 monumental historical events
- Show how the revolution affected the lives of: the aristocrats/nobles; the
common people; the poor
Pictures: Pictures are optional but encouraged throughout the actual story. However,
the cover of your book (first page showing through the book report cover) should be
aesthetically pleasing and include a color picture.
Timeline: 5.5 days of class time to complete. Ideally: 3.5 days of writing, 2 days of
coloring/designing cover and putting book together.
Completed product due date: Thursday May 28 by the end of class period.
Rubric:
Requirements
Appropriate length
5 historical figures
3 historical events
Cause of Revolution
Sides of Revolution
How Rev. affected
lives of: Nobles;
commoners; poor
Characters ultimate
fate
Cover page
colored picture,
aesthetically
pleasing
Title page
Use of time in

Points
possible
10
15
15
15
5
10

5
10

5
10

How many points you

think youve achieved

Points received

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

classroom (stayed
on task=10;
distracted
sometimes=7;
distracted
frequently=4; had
to be asked several
times to get back
on task=0
100
Calendar and timeline of unit:
10 Sun

11 Monday

12 Tuesday

Teach

Teach

Introduce
assessment,
have them
practice
writing a
paragraph for
one of the
three
revolutions

Make
timeline as a
class, with fb
posts
p.628

Sections 1, 2
Causes of IR
and why
Britain first?

13
Wednesday
Teach
Sections 3, 4
Social Impact
of IR
Pics and real
stories, tape
to walls.
Working
conditions
lead to
socialism v.
capitalism

14 Thursday

15 Friday

Field Trip to
Decker
Manufacturin
g Albion
Leave 8:45,
arrive 9:15
Leave
approx.
10:15 arrive
back 10:40

Veteran
Round Table

21 Thursday

22 Friday

Lab writing

Lab writing

16 Sat

Remind about
field trip:what
to wear,

17 Sun

18 Monday

Rahn
Stokes
Speaker

19 Tuesday
Debrief
Speaker and
Field Trip

(discuss focus
questions)
Theory of
Revolution:
Rise and Fall
p.620
and Historical
Writing (assign
three
paragraphs,
each from

20
Wednesday
Lab writing

23 Sat

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

perspective of
different
Revolution, as
prewriting

24 Sun

25 Monday

26 Tuesday

Memorial
day

Print and
color

27
Wednesday
Print and
color

28 Thursday

29 Friday

30 Sat

Color and
complete
books for
showcase

Showcase of
learning: 67:30
Pre-lesson 1: Get to know students better and introduce myself.
Hand out half-sheet questionnaires with questions: what do you want me to know
about you; what are three of your favorites about where you live; do you have any
questions for me?
Collected by me by the end of the class period.
Lesson 1: Causes and Beginnings of Industrial Revolution (IR)
Focus questions: What events helped bring about the IR? What key factors
allowed Britain to lead the way in the IR?
Objectives: I can identify and explain the factors that caused the IR and describe
why it started in Britain.
Standards:
6.1.4 Compare emerging economic and political systems with those of the previous
era
6.2.3.b Describe the social and economic impacts of industrialization
6.1.1 Analyze the causes of major industrial revolutions

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

6.1.3.b Describe the global spread of major innovations and technologies

Materials: KWL, video, printed images for them to take home (not laminated),
Image questions wkst
Learning Activities:
1. Prompt: Estimate how many individual shirts you have. You can count any
sort of top.
a. How are those shirts made? Where are they made? 5 min
2. KWL on Industrial Revolution 5 min
3. Watch http://www.history.com/topics/industrial-revolution about textile
industry 3 min
4. Read pg. 609-611 as a class, pausing to talk through taking notes. I will draw
notes on whiteboard. Theme is: causes of Revolution. 20 min
5. With time left, assign images to individuals/groups for tmrws activity.
Assignment: find out what your image (technological device/advancement)
was, why it was significant, and how it relates to other up and coming
technology. (handout worksheet to turn in tomorrow)
6. Collect KWLs, notes, and about me half sheets. Read and give credit for
KWLs, and notes, record what they wonder so I can try to address it.

Lesson 2 Technology of the Industrial Revolution

Focus Questions: What was the new technology that defined the IR and how did it
alter life for people at the time?
Objectives: Students will define assigned technology for their classmates, explain
how why it was significant at that time.
Standards:
5.3.5.d Analyze the transformation of the European economies

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

6.2.3.b Describe the social and economic impacts of industrialization

6.2.3.b Describe the social and economic impacts of industrialization
Learning Activities:
Have students work together to make a timeline on the whiteboard of the
technological milestones of the IR, represented by images. I will provide the images,
give them to individuals or groups to decide where they fit on the timeline. When
all images are up and on the board, students will have to tell the rest of the class
what significance their image had and how it connects to the rest of the images.
The ending activity will be to have them write a couple of twitter or facebook
statuss commenting in some way about the any of the images on the timeline, as
an exercise to prepare them to write the historical fiction.
1) Students will get about 10 minutes to complete their answers on the
worksheet and place their image (using tape) at the appropriate place on the
timeline.
2) Starting at the beginning of the timeline, students will explain their image to
the class by answering the questions. I will add any additional information
necessary.
a. When we get to the steam engine/train/canal, take a couple minutes to
brainstorm questions to ask Rahn Stokes when he comes in next
Monday
3) When everyone has explained their image, I will instruct them to write 2
facebook statuss that comment on something up on the board, and write 2
comments on others statuss. They will tape these to the board in the
appropriate places if post-its are not available.
Status look like: Alana: feeling frustrated,
Woah, my hand almost got chopped off this morning!
Comment: me too! If I had time to sleep more maybe I could stay more
focused
Preparation: Using large sticky notes or tape and paper and thick black marker,
create bare timeline on the board, with 5-10 year increments. Have 1/8 sheet scrap
papers and tape ready.
Materials: need: 8.5x11 size images of technology below, preferably color, cut out,
and laminated. And the same ones not laminated for the students to take home to
do their research.
Technology listed in text book pg. 628
1708 Jethro Tulls seed drill
1712 Thomas Newcomens steam engine

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

1733 John Kays Flying Shuttle

1765 James Hargreaves Spinning Jenny
1769 James Watts improved steam engine
1769 Richard Arkwrights Water Frame
1793 Eli Whitneys Cotton Gin
1807 Robert Fultons steamboat
1814 George Stephensons Steam-powered Locomotive
1830 LiverpoolManchester Railroad opens
1837 Samuel Morses Telegraph and Morse Code
Additional online timelines: http://storiesofusa.com/industrial-revolution-inventionstimeline-1712-1942/
http://www.softschools.com/timelines/industrial_revolution_timeline/40/
Canal

Lesson 3 Social Impact and New Ways of Thinking

Focus Questions: What were the social effects of the IR? What new ideas about
economics and society were fostered as a result of the IR?
Objectives: Students will identify working conditions during IR and define the
economic and political ideas that resulted from the IR.
Standards:
5.3.5.d Analyze the transformation of the European economies
6.2.3.b Describe the social and economic impacts of industrialization
6.2.3.c Describe the environmental impacts of industrialization and urbanization
6.1.3.a Describe socialism and communism and their role in increasing global
interactions
6.1.4 Compare emerging economic and political systems with those of the previous
era
6.2.3.b Describe the social and economic impacts of industrialization
Materials/Preperation: quotes/primary documents printed and laminated, taped
around classroom. Get photos too?
Make chart model for text discussion; handout for video; video
Learning Activities:
1. Instruct students to walk around the classroom and read the quotes on the
wall Ive hung from people who worked during the IR. Bring paper and pencil
with you to record themes you notice. Write down what strikes you and the

Unit Plan

2.

3.
4.

5.

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

similarities. Make generalizations. We will walk clockwise to ensure that

everyone sees all of them. 12 min?
Discuss as class: What themes did you see? (long hours; young children
working in dangerous conditions) How did it make the people feel to live like
this?
Read pg. 624 infographic: Owens Utopia, then 625-top of 626.
a. Why were people attracted to Owens Utopia? 18 min
Make chart on different sides of IR 15 min
a. Who were the Bourgeois? Owners of production ( inventors and
capitalists, making $ from the IR. Wanted capitalism.
b. Who were the proletariat? The working class, laboring poor radicals
wanted socialism or communism.
c. What did each want?
Handout questions and explain Consider these questions as you watch this
video, well discuss them afterward, but you should still be writing down
answers as Ill be collecting these.
a. What were your reactions to the video? Who were the gold statues
supposed to be? Why were there so many children in Britain? Why and
how were they taken advantage of? Why would these conditions lead
to socialism?

6. Show video The Children who built Victorian Britain part 1

https://www.youtube.com/watch?
v=87eVOpbcoVo&index=1&list=PL5pvMGAnkFZ7-9AaAGpUFLqF6GfEdohsw
7. Discuss questions
8. Collect their chart notes and generalizations.

Lesson 4 Field Trip to Decker Manufacturing in Albion College

Focus Questions to think about: How did the advances in technology allow this
plant to be here today? How have the working conditions changed? What kind of
policies does Decker have in place to protect their workers?
Student Management: What should I think about in terms of classroom
management when outside the classroom?
Timeline:
1. 8:35 (beginning of 2nd hour) meet in Mrs. Gravelines classroom
a. Take attendance
2. 8:40 go to bus and load
a. Bring all necessary forms

Unit Plan

Industrial Revolution portion of Revolutions unit

Exploring Revolutions through Historical Fiction

Alana Brinker

3. 8:45 take attendance again, and leave for Decker, Albion

a. If able to on the bus: remind students of the focus questions
4. 9:15 arrive and unload, Earl come out to meet us in parking lot
5. 10-10:15 finish up tour, load bus and go back to Marshall HS
a. If able to on the bus: remind students about speaker on Monday and
questions they want to ask
6. 10:20-10:35 arrive back at hs
a. Students disperse to the class they should be at (Seminar)
6th hour: Students can do homework from classes they missed this morning

Lesson 5 Veteran Round Table

Focus Questions: What did these people experience? How does this relate to my
own citizenship of the USA? Are they proud of their service? Would they do it again?
What did their experience teach them? What can I learn from them? How should a
country treat its veterans?
Objectives: Students will listen and engage while veterans talk about their
experience.