Ms. Jocelyn Russo
Lesson: Living and Working Conditions during the Industrial Revolution
Unit: The Industrial Revolution
Level: 10th Grade/10th Grade Inclusion
Aim: How did living and working conditions in England change as a result of the Industrial Revolution?
Students will be able to categorize different societal changes that occurred during the English Industrial Revolution using a Graphic Organizer and a Simulation. [Analysis]
Students will be able to evaluate the positive and negative changes that occurred in English society as a result of the Industrial Revolution. [Evaluation]
1. What was life like prior to the Industrial Revolution?
2. What technological and social changes led to the Industrial Revolution?
3. How did living and working conditions transform as a result of the Industrial Revolution?
1. Do Now: Students will examine an excerpt and a painting pertaining to English society prior to the Industrial Revolution and write down three aspects of life in this society. A short class discussion will follow. [5 minutes]
2. Simulation: Students will be given a partially filled-in map showing a rural English village prior to the Industrial Revolution. The teacher will read descriptions of different events/conditions that took place during the English Industrial Revolution. Students will be instructed what pieces of infrastructure (railroads, houses, factories, etc.) to draw depending on the description of each round. Students will also be instructed prior to this activity that they must try to keep up with the pace, however, it is alright if they fail to draw something before the teacher moves on. Part of this activity is to show how the pace of life sped up and issues like overcrowding resulted. [15 minutes]
3. Graphic Organizer: Students will fill-in the graphic organizer on the back of their “Do Now” worksheet, using their maps as guides. Students will fill in at least 1 description per category. [8 minutes]
4. Class Discussion: The teacher will lead the students in a class discussion using their graphic organizers as a guide. This discussion will include the technological and social changes that influenced the Industrial Revolution in England as well as changes concerning population size, housing, jobs/working conditions, health/hygiene, family life, and entertainment. This discussion will also include an evaluation of positive and negative societal changes. [10 minutes]
5. Exit Ticket: Students will answer the questions: “Would you have wanted to live in England during the Industrial Revolution? Why or Why not?” Students will then share their opinions. The teacher will collect the Exit Tickets for assessment. [2 minutes]
1. DO NOW / Graphic Organizer Worksheet
2. 11” x 17” Partially Filled-In Map
3. Smart-Board or Poster Paper (to display “Simulation Rounds”)
1. Night before Lesson: Students will read the excerpt “England’s Industrial Revolution” and answer the questions on the worksheet.
2. Night following Lesson: Students will answer the Guiding and Aim questions from today’s lesson in complete sentences. The Aim Question should be a paragraph response.
1. The teacher will be able to assess whether students were able to achieve the lesson’s objectives through their comments during the class discussions and on the Exit Ticket.
2. The teacher will be able to evaluate her teaching strategies and the students’ understanding of the behavioral objectives through the homework and a unit exam. This homework is also meant to reinforce what has been taught in class.
Sommerville, J.P. “Economy and Society in Early Modern England.” .
Reynolds, Morgan. “Origins and Causes of the Industrial Revolution in Great Britain.” .
“Industrial Revolution.” .
Bruegel, Pieter. “The Harvesters.” Painting. 1565.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Compare and contrast treatments of the same topic in several primary and secondary sources.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.