Title of lesson: Industrial Revolution: Progress vs.

Poverty

Created By: Joshua Guastella

Length of Lesson: 58 mins

Context of Lesson: The class has been studying the beginnings of the industrial
revolution and the effect it had on Great Britain. This lesson is at the end of the
chapter, focusing on having the students utilize all the information they have
gathered over the course of the chapter and having a classwide debate over the
positive and negative effects of industrialization. The day before the class debate,
the students went through a DBQ packet and filled out a corresponding chart. In the
chart, they had to list various examples of positive and negative effects. Then the
students had to create two level 2 questions related to the topic and two level 3
questions. For the debate, the students used these notes that they had written
during yesterdays lesson.

Overview: Students will debate whether the benefits of industrialization outweigh

its negative effects. In order to be effectively prepared for the debate, the students
brought with them their filled in chart and level 2 and 3 questions they had written
for the discussion.

Central problems/ Essential questions:

Do the benefits of industrialization outweigh its negative effects?

What are the positive effects of industrialization?
What are the negative effects of industrialization?

Standard: HSCES 6.1.1. Global Revolutions Analyze the causes and global
consequences of major political and industrial revolutions focusing on
changes in relative political and military power, economic production, and
commerce.

Objectives:

Students will know/be able to:

Be able to explain the positive and negative effects of industrialization.

Be able to analyze the causes and consequences of the industrial
revolution.

Anticipated student conceptions or challenges to understanding: Some

students may have a difficult time participating in the class discussion and the
debate. In order to remedy this, I provided the students with adequate class
time to prepare for the debate by writing notes and possible questions to
interject in the class discussion. The students were able to use their notes
during the discussion and debate which helped to fix this problem.
Materials/Evidence/Sources:

DBQ Debate Packet

Classroom White Board

Instructional Sequence:

1. To begin the class, instruct the students to get out their DBQ debate
packet from yesterdays class and to take out their corresponding chart. Give
the students five minutes to review their notes and get their DBQ packet out.
(5 mins)

2. The teacher will now give the directions to the class for how the discussion
and debate will work. The teacher will explain that before the debate, the
students will go around and state any positive or negative effect of
industrialization. Then the teacher will split the class into two sections, those
arguing that the benefits outweigh the negatives and those we arguing that
the benefits do not outweigh the negatives. This will then lead into a class
debate over the essential question. (8 mins)

3. The students will now go around and provide positives and negative effects
the
industrial revolution had on society in Great Britain. While the class are giving
examples, the teacher will write down all the information on the board. On
the left
side of the board the teacher will write the positives, and on the right side of
the board
the teacher will write the negatives. Before the discussion, the teacher needs
to restate
that students do not need to raise their hands, instead, they can just respond
to one
another and add onto other students ideas. The students need to talk to
each other,
not talk directly to the teacher. (20-25 mins)

4. Once the students have gone through all their positive and negative
effects examples from their notes, the teacher will split the class into two
sections, creating two sides for the debate. (2 mins)

5. Now the teacher will let the class debate over the essential question,
interjecting whenever necessary to keep the debate going. (15 mins)

6. To end the class, the teacher will have the students raise their hands for
how they feel about the essential question after the debate has ended.
The teacher will do this to see if any students opinions have changed over
the debate question (3 mins)
Assessment: Throughout the discussion and debate, the teacher will take
notes on which students are talking and adding on to the discussion. Whenever
a student asks one of their level 2 or level 3 questions, the teacher will award
them extra points for the assignment. After the debate, the students will turn in
their DBQ Debate Packet and corresponding chart, which the teacher will read
over to make sure the students understood the discussion and debate.