Digital Unit Plan Template Unit Title: The Effects of Industrialization Content Area: Social Studies

CA Content Standard(s)/Common Core Standard(s): 10.3.2 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). (http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf , California Department of Education, 2000, accessed February 24,26, 2014, http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf.) 10.3.3 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. (http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf , California Department of Education, 2000, accessed February 24,26, 2014, http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf.) 10.3.7 Describe the Emergence of Romanticism in art and literature (e.g. the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. (http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf, California Department of Education, 2000, accessed February 24,26, 2014, http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf.) Big Ideas: What created modern life? How did modern urban/ city life come to be? How do people respond to change? Unit Goals and Objectives: By completing the guided notes and the webercise, students will explain at least one positive effect of the Industrial Revolution and at least one negative effect of the Industrial Revolution. As they complete the guided notes and the webercise, students will describe how society changed during the Industrial Revolution. In finishing the graphic organizer on Romanticism and Realism, students will explain at least two of the criticisms of the Industrial Revolution. Unit Summary: Starting in Europe and then spreading around the world, the Industrial Revolution greatly shaped modern life. As such, this unit explores the various effects of the Industrial Revolution and related social changes. After reviewing/checking students prior knowledge about the Industrial Revolution, students will begin their investigation of the Industrial Revolution by looking at its inventions. In order to explore this material, students will watch and listen to a brief lecture, on prezi, as they complete a set of guided notes. Students will then rank the inventions covered in the lecture based on what they think their importance is. With these activities, students will be able to explain at least one invention that came from the Industrial Revolution and what effects the events of the Industrial Revolution had. Moreover, as in the unit goals, students will be able to explain what some of the positive effects of the Industrial Revolution are. Then, students will investigate the changes in population and urban life which started at the time of the Industrial Revolution. As such students will complete a webercise on changes in Industrial populations and on the conditions in Industrial cities. By the end of the webercise and lesson, the students will be able to describe at least

Name: Elisabeth Jimnez Grade Level: 10th &11th (as review)

two aspects of early Industrial society as well as early industrial cities. Also, with their webercises, students will be able to answer the unit goals regarding negative effects and social changes. Further, to make sure that the students understand the material in these lessons, students will take a short quiz on this material after finishing lesson two. Once students have been introduced to the above inventions, effects, and changing conditions, of the industrial Revolution, they will then investigate the various critical responses to Industrial Life. Students will investigate how Romanticism and Realism (social criticism) critiqued the Industrial Revolution. First, students will watch and read six short sources on Romanticism and Realism. Students can also consult, as before, the links in the Unit Resources Page to find more information. From the information in these sources, students will then create a graphic organizer to show the various complaints that Romantics and Realists had about the Industrial Revolution. Thus, at the end of the lesson, students will be able to relate at least two facts about Romanticism and/ or Social Criticism, including how they relate to the industrial Revolution . With this information, students will also be able to answer the third unit objective, and describe two critiques of Industrialization. Once the students are done with these lessons, they have two items, or assessments, to finish. Based on the information in their lessons, students will individually write a newsletter describing three effects of the Industrial Revolution, including how these effect modern life, to see how well they mastered the material. Moreover, a few questions on the effects and critiques of the Industrial Revolution will appear on the next test that the students will take. Assessment Plan: Entry-Level: At the units beginning, for the entry level assessment, students will answer a two-part quickwrite/ brainstorm. First, for between five and ten minutes, students will answer the questions What is Modernity? and What was the Industrial Revolution? as thoroughly as they can. Students will write their answers either in their physical journals to turn in to the teacher or upload and submit their answers on the unit website. Either way, the teacher will be able to see what the students already know. Secondly, to further gauge the classs knowledge as well as allow for student interaction, students will post some of what they wrote in their journals as a discussion board post. Formative: The first formative assessment has two parts. First, students will complete a set of guided notes during lesson ones lecture. Afterward, to further show their understanding of this material, students will rank the inventions mentioned in the lecture. Before this, students will be given their user names and passwords in class so they can log onto the Intel ranking tool to rank (as well as explain why) the inventions covered in the lecture. (This assessment, both parts, will demonstrate the first student learning objective, that the students know at least one invention and at least one effect of the Industrial Revolution. Additionally, this illustrates the first unit objective. Next, for the second assessment, the students will complete a webercise on population and industrial cities. (Thus students will demonstrate the second student learning objective as well as the first two unit objectives.) Once they finish the webercise, for the third formative assessment the students will complete a short quiz on industrial life and industrialization, so the teacher ensures that they understand the content of the first two lessons. Students will find this quiz on the assessment page. Then, during the third lesson, the students will complete a Graphic Organizer on Romantics and others critiques of Industrialism as the fourth assessment. (The students graphic organizers will demonstrate the third unit learning objective and third student learning objective.) Summative: The first summative assessment will be a brief newsletter in which each student will individually discuss three effects of the Industrial Revolution, the effects importance, and the effects impact on modern life. Students will find the rubric for the newsletter on the unit website, under the quiz. Later, for the second assessment, students will answer a few questions on the effects and criticism of the Industrial on a future test.

Lesson 1 Student Learning Objective: Once the lesson finishes, students will be able to explain at least one invention and one way that the Industrial Revolution affected society. Lesson 2 Student Learning Objective: By the end of the lesson, the students will be able to describe at least two aspects of early Industrial society and Industrial cities. Lesson 3 Student Learning Objective: At the end of the lesson, students will be able to relate at least two facts about Romanticism and/ or Realism (Social Criticism), including how they relate to the Industrial Revolution. Unit Resources: Acceptable Evidence: Students produce a graphic organizer describing how Romanticism and Realism (Social Criticism) critiqued the Industrial Revolution. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students watch and read the sources provided about Romanticism and Realism at the top of the Graphic Organizer page of the unit website. The information will then be used to create a graphic organizer on how these two movements relate to and critique the Industrial Revolution. An example and a rubric for the graphic organizer are found under the sources on the webpage.

Acceptable Evidence: Students complete a set of guided notes on the inventions and effects of the Industrial Revolution on Society.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students watch a lecture/ presentation on some of the inventions and the effects of the Industrial Revolution on Society. The presentation is on the Teacher Lecture page of the unit website.

Acceptable Evidence: Students complete a webercise on changes in population and conditions in early modern Industrial cities.

Lesson Activities: Students research, on the Internet, about population and the rise of cities around the time of the Industrial Revolution. The specific websites that the students will investigate are stated, along with the URL and questions, on the webercise; this is found on the webercise page of the unit website.

"20130921_woc405_80_0.p", 1998. Accessed March 24, 2014. http://cdn.static-economist.com/sites/default/files/imagecache/original-size/images/2013/09/blogs/freeexchange/20130921_woc405_580_0.png. (Originally this graph was in the economist) Asia for Educators, Columbia University.Japans Modern History: An Outline of the Period Asia for Educators Columbia University. 2009. Accessed March 9, 2014. http://afe.easia.columbia.edu/timelines/japan_modern_timeline.htm. BBC. BBC GSCE Bitesize: Population Change. 2014. Accessed March 2, 2014. http://www.bbc.co.uk/schools/gcsebitesize/history/shp/britishsociety/populationmigrationrev1.shtml ------ BBC GSCE Bitesize: Why did people move to the towns and cities?. 2014.Accessed March 2, 2014. http://www.bbc.co.uk/schools/gcsebitesize/history/shp/britishsociety/populationmigrationrev2.shtml. ----- BBC GSCE Bitesize: Emigration. 2014, Accessed March 2, 2014. http://www.bbc.co.uk/schools/gcsebitesize/history/shp/britishsociety/populationmigrationrev3.shtml. ----- BBC History British History in depth: Muck and Brass. Accessed March 2, 2014. http://www.bbc.co.uk/history/british/victorians/launch_gms_muck_brass.shtml. Board of Trustees of the University of Massachusetts. Industrial Revolution in Britain: Links. 2006. Accessed March 2, 2014. http://www1.umassd.edu/ir/links.cfm. "Casper_David_Friedrich_032 (The_wonder_above_the_sea_of_fog).jpg (2327X2980)", accessed March 9,

2014, http://upload.wikimedia.org/wikipedia/commons/1/1c/Caspar_David_Friedrich_032_%28The_wanderer_above_the_sea_of_fog%29.jpg. CrashCourse. Capitalism and Socialism: Crash Course World History #33 YouTube. Published September 6, 2012. Accessed March 9, 2014. https://www.youtube.com/watch?v=B3u4EFTwprM ------ Coal, Steam, and the Industrial Revolution: Crash Course World History #32 YouTube. Published August 30, 2012. Accessed March 9, 2014. https://www.youtube.com/watch?v=zhL5DCizj5c "Crystal_Palace_-_interior.jpg", accessed March 9, 2014, http://upload.wikimedia.org/wikipedia/commons/d/d9/Crystal_Palace_-_interior.jpg Diniekjo, Dr. Andrzej. Slums and Slumming in Late-Victorian London. Last Modified October 3, 2013. Accessed March 2, 2014. http://www.victorianweb.org/history/slums.html. DrPalmerHistory. Lecture Romanticism and Realism You Tube. Uploaded February 9, 2011. Accessed April 12, 2014. https://www.youtube.com/watch?v=Rq3Fq1Q9R20. EnglishGuyinTexas. Literary Realism and Naturalism You Tube. Uploaded October 16, 2008. Accessed April 12, 2014. https://www.youtube.com/watch?v=EcNxjXS5XVA. European Route of Industrial Heritage. Industrial History. Accessed March 9, 2014. http://www.erih.net/industrial-history.html. File:Dore London.jpg Wikipedia, the free encyclopedia. Accessed 2 March 2014. http://en.wikipedia.org/wiki/File:Dore_London.jpg#file. Galitz, Kathryn Calley. Romanticism Thematic Essay Heilbrunn Timeline of Art History The Metropolitan Museum of Art . 2004. Accessed March 9, 2014. http://www.metmuseum.org/toah/hd/roma/hd_roma.htm. http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf, California Department of Education, 2000, accessed February 24,26, 2014, http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf. Human Populations. January 4, 2006. Accessed March 2, 2014. http://www.globalchange.umich.edu/globalchange2/current/lectures/human_pop/human_pop.html. IHAS/Artist/Movement/ Ideas. Accessed March 9, 2014. http://www.pbs.org/wnet/ihas/icon/romanticism.html. Kelseyjarzombek. English Industrial Revolution William Blake The Chimney Sweeper BritLIt, BritLit (blog). Jan 29, 2012. Accessed April 12, 2014. http://blogs.baylor.edu/britlit/2012/01/29/english-industrial-revolution-william-blake-the-chimney-sweeper/. Landlow, George P. et. al. The Victorian Web: An Overview. Accessed March 2, 2014. http://www.victorianweb.org/. Library of Congress. Industrial America American Memory Timeline Classroom Presentation Teacher Resources Library of Congress. Accessed March 9, 2014. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/index.html Merriman, John. A History of Modern Europe Volume Two: From the French Revolution to the Present. 3rd ed. New York: W.W. Norton & Company, 2010. McKay, John P., Bennett D. Hill, John Buckler, Patricia Buckley, Ebrey, Roger B. Beck, Clare Haru Crowston, Merry E. Wiesner-Hanks. A History of World Societies, Volume II Since 1500, 8th ed. Boston : Bedford St. Martins, 2009. Mrs.braman. Romanticism Teacher Tube. Uploaded 2011. Accessed March 9, 2014. http://www.teachertube.com/viewVideo.php?video_id=248024. Nicholls, Laura. Images of the Industrial Revolution. Accessed March 9, 2014. http://www.netnicholls.com/neh2001/index.html. objetotransnational. Rhapsody in Blue: Finale. Published August 25, 2013. Accessed March 23-24, 2014. https://www.youtube.com/watch?v=JpR2aSMZkCE. Olympics. Opening Ceremony London 2012 Olympics Industrial Revolution Performance. Published July 27,2012. Accessed March 23-24, 2014. https://www.youtube.com/watch?v=7QL_uG2GSZo. Oosthoek, Dr. Jan. Industrial Revolution _ Environmental History Timeline . Last Modified March 2008. Accessed March 9, 2014. http://www.ehresources.org/timeline/timeline_industrial.html. Perdue, David A. David Perdues Charles Dickens Page. 1997-2014. Accessed March 9, 2014. http://charlesdickenspage.com/dickens_london.html. "Phillipp_Jakob_Loutherboug_d._J._002.jpg". Accessed March 9, 2014, http://upload.wikimedia.org/wikipedia/commons/4/42/Philipp_Jakob_Loutherbourg_d._J._002.jpg. Richey, Tom.Romanticism (AP Euro) YouTube. Published February 16, 2014, accessed April 12, 2014, https://www.youtube.com/watch?v=ky6qKSCvSMw. Sullivan, Dick. Stained Glass and Gaslight. Last Modified June 17, 2006. Accessed March 2, 2014. http://www.victorianweb.org/art/stainedglass/sullivan.html. TheRealWorldsayshi. Characteristics of Romanticism- YouTube. Uploaded June 13, 2010, accessed April 12, 2014, https://www.youtube.com/watch?v=EmiC0r1VBNQ Winks, Robin W. and Joan Neuberger. Europe And The Making of Modernity: 1815- 1914. Oxford: Oxford University Press, 2005.rd

Useful Websites:
Webercise websites Industrial Revolution in Britain: Links - http://www1.umassd.edu/ir/links.cfm - A webpage which contains links to other useful sites about the Industrial Revolution. Human Populations - http://www.globalchange.umich.edu/globalchange2/current/lectures/human_pop/human_pop.html - This websites gives a brief overview of changes in human populations. BBC GCSE Bitesize: Population Change - http://www.bbc.co.uk/schools/gcsebitesize/history/shp/britishsociety/populationmigrationrev1.shtml - On this BBC website is

a brief summary of social changes during the Industrial Revolution. Muck and Brass - http://www.bbc.co.uk/history/british/victorians/launch_gms_muck_brass.shtml - Muck and Brass illustrates the changes what happened during Industrialization. The Victorian Web - http://www.victorianweb.org/ - The Victorian Web contains an overview of the Victorian world. Unit Resources Websites Coal, Steam, and the Industrial Revolution: Crash Course World History #32 - YouTube - https://www.youtube.com/watch?v=zhL5DCizj5c - This is a mostly good review of the Industrial Revolution. However, ignore the short ad. Industrial History-http://www.erih.net/industrial-history.html - Although you need to be careful with this site, it provides information on the Industrial Revolution in countries other than Great Britain. Industrial America American Memory Timeline Classroom Presentation Teacher Resources Library of Congress http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/index.html - This site provides additional information on Industrialization in America. Japans Modern History: An Outline of the Period Asia for Educators Columbia University-http://afe.easia.columbia.edu/timelines/japan_modern_timeline.htm - On this site people can find some information about Industrialization. Industrial Revolution _ Environmental History Timeline - http://www.eh-resources.org/timeline/timeline_industrial.html - Here is a summary of the environmental problems in Industrial areas. David Perdues Charles Dickens Page-http://charlesdickenspage.com/dickens_london.html - This site shows what the Romantics, Critics, and others found in cities. Images of the Industrial Revolution -http://www.netnicholls.com/neh2001/index.html - People can use these paintings to explore life during the Industrial Revolution with paintings. Romanticism Thematic Essay Heilbrunn Timeline of Art History The Metropolitan Museum of Art- http://www.metmuseum.org/toah/hd/roma/hd_roma.htm - This page gives a brief summary of Romanticism. IHAS/Artist/Movement/ Ideas- http://www.pbs.org/wnet/ihas/icon/romanticism.html - The PBS website provides a mostly good overview of Romanticism. Romanticism Teacher Tube -http://www.teachertube.com/viewVideo.php?video_id=248024 - This is a very short video overview of Romanticism. Capitalism and Socialism: Crash Course World History #33 YouTube - https://www.youtube.com/watch?v=B3u4EFTwprM - Since Industrializations many response influenced each other, this is a summary of some of the various political responses to Industrialization. Digital Teacher Lecture You Tube Clips Opening Ceremony London 2012 Olympics Industrial Revolution Performance - https://www.youtube.com/watch?v=7QL_uG2GSZo As seen here, the Industrial Revolution is still relevant. Rhapsody in Blue: Finale - https://www.youtube.com/watch?v=JpR2aSMZkCE Gershwins music illustrates the effects of the urban industrial city. Graphic Organizer Websites Characteristics of Romanticism YouTube - https://www.youtube.com/watch?v=EmiC0r1VBNQ

This video provides a brief overview of Romanticism.

Literary Realism and Naturalism YouTube - https://www.youtube.com/watch?v=EcNxjXS5XVA The first 1:11 minutes of this video provides a brief introduction to Realism. Lecture Romanticism and Realism YouTube - https://www.youtube.com/watch?v=Rq3Fq1Q9R20 - Between 0:59 and 3:24, this video discusses Romanticism. Later, between 6:07 and 7:30, there is a discussion of Realism. Romanticism (AP EURO) YouTube - https://www.youtube.com/watch?v=ky6qKSCvSMw - Mr. Richey presents an overview of Romanticism. English Industrial Revolution William Blake The Chimney Sweeper BritLit - http://blogs.baylor.edu/britlit/2012/01/29/english-industrial-revolution-william-blake-

the-chimney-sweeper/ - This short blog discusses Romanticism.