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An
Instructional Unit
The Industrial Revolution
A Turning Point in History
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| The purpose, objective, or focus of the learning experience: | ||||||
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Purpose:
The purpose of this learning experience, An Instructional Unit: The Industrial
Revolution - A Turning Point in History, is to provide a broader understanding and
interpretation how and why this revolutionary change is a turning point in history. The
unit consists of six lessons plus a culminating activity - the creation of a Revolutionary
Museum.
This unit would now be taught as part of Unit VI, An Age of Revolutions, in the Global
History and Geography core curriculum. We are in the process of modifying the unit to meet
the new scope and sequence, and discuss that topic under Reflections.
The unit:
- incorporates computer technology to take advantage of the resources
available, foster student learning and to develop student computer proficiencies.
- makes use of numerous primary source readings to expose students effectively
to the historical era.
- includes many different cooperative learning activities to create an active
learning environment.
- designs assessment to authentically evaluate student progress throughout the
unit, and as a culminating activity.
Standards and Performance Indicators:
The learning standards on which the learning experience is based are:
Social Studies Standard 2 - World History: Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of history
from a variety of perspectives.
Social Studies Standard 4 - Economics: Students will use a variety of
intellectual skills to demonstrate their understanding of how the United States and other
societies develop economic systems and associated institutions to allocate scarce
resources, how major decision-making units function in the United States and other
national economies, and how an economy solves the scarcity problem through market and
nonmarket mechanisms.
The specific social studies performance indicators addressed under Standard 2-
World History are:
- Students will investigate key events and major turning points in world
history to identify the factors that brought about change and the long-term effects of
these changes
For example, through a series of assessments, students analyze different effects of an important development - the Industrial Revolution. (Procedure: Each lesson and culminating activity; also Student Work)
- Students will analyze the roles and contributions of individuals and groups
to social, political, economic, cultural, and religious practices and activities
For example, students investigate the lives and works of important individuals who may have been considered revolutionary. They examine social, economic, technological, cultural, scientific, historical achievement as well as the concept of revolutionary. (Procedure: Lessons 1,3, 5, 6, and culminating activity; also Student Work)
- Students will plan and organize historical research projects related to
regional or global interdependence
For example, students plan and participate in a variety of historical research - a Revolutionary Museum project - in which they create visuals as well as a database. (Procedure: culminating activity; also Student Work)
- Students will interpret and analyze documents and artifacts related to
significant developments and events in world history
For example, students examine art from different but related artistic movements and analyze how the artists each view the Industrial Revolution and its effects. (Procedure: Lesson 6)
The specific social studies performance indicator addressed under Standard 4 - Economics is:
- Students will compare and contrast the United States economic system with
other national economic systems, focusing on the three fundamental economic questions
For example, students compare the economic theories of Adam Smith and Karl Marx. (Procedure: Lesson 5; also Student Work)
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