Unit+Plan+-+Change

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=Unit Plan=

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 * ...... |||||||||||| **Unit Author** ||
 * || Name |||||||||| Joan T. Gordon ||
 * || School District |||||||||| New York City Department of Education ||
 * ||  |||||||||| District 75 ||
 * ||  |||||||||| Bronx, New York ||
 * |||||||||||| ==**Unit Overview**== ||
 * |||||||||||| **Unit Title** ||
 * |||||| All Things Change, and We Change With Them (Chinese Proverb) ||  ||   ||   ||
 * |||| **Unit Summary** ||  ||   ||   ||   ||
 * |||||||| The world around us changes rapidly, and technological advancements are happening at an amazing rate. Students will come to an understanding of what change means, factors that lead to change, and how change affects our lives. Through group collaboration and research, they will learn about technological advances of the Agricultural and Industrial Revolutions and how these advances brought about rapid changes in society. The students will become instructors as they report their findings to the class using multimedia presentations. ||  ||   ||
 * |||| **Subject Area** ||  ||   ||   ||   ||
 * |||||| Social Studies ||  ||   ||   ||
 * |||| **Grade Level** ||  ||   ||   ||   ||
 * |||| 7-9 ||  ||   ||   ||   ||
 * |||| **Approximate Time Required** ||  ||   ||   ||   ||
 * |||||| 2 - 3 50-minute class periods per week for 5 weeks ||  ||   ||   ||
 * |||| ==Unit Foundation== ||  ||   ||   ||   ||
 * |||||||||||| ====**Targeted Content Standards and Benchmarks**==== ||
 * |||||||||||| **__Social Studies__**

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 __//Key Idea 2://__ Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. Performance Indicator: Students will study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes
 * __Standard 2__:**

__**Standard 3:**__ Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national, and global – including the distribution of people places, and environments over the Earth’s surface. //__Key Idea 1__:// Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Performance Indicator – Students will describe the relationships between people and environments and the connections between people and places || 2. What was the Industrial Revolution? 3. How did these Revolutions affect the way people lived? ||
 * |||||||||||| ====**Student Objectives/Learning Outcomes**==== ||
 * |||||||||||| Students will be able to:
 * Define the industrial and agricultural revolutions
 * Identify causative factors of the agricultural and industrial revolutions
 * Understand the impact of urban growth and industrialization on the people of the 18th and 19th centuries
 * Evaluate how change affects society
 * Work collaboratively. ||
 * |||||||||||| ====**Curriculum-Framing Questions**==== ||
 * || Essential Question |||||||||| What does it take to change the world? ||
 * || Unit Question |||||||||| 1. What was the Agricultural Revolution?
 * || Content Questions |||||||||| • How did the agricultural revolution change the way people farmed?

• How did the industrial revolution change the way goods were produced?

• How did the agricultural and industrial revolution change the way people lived? || [|Industrial Revolution Quiz.mov] ||  || * [|Multimedia Checklist Group_Change 1.doc] Sample [|Group 1.ppt]
 * |||||||||||| ==**Assessment Plan**== ||
 * |||||||||||| ====**Assessment Timeline**==== ||
 * ||||= **Before the work begins** ||||= **Students work on projects and complete tasks** ||||= **After project work is completed** ||
 * ||< * Journal Entry
 * Video Quiz -
 * [|Multimedia Checklist Group 2_Change.doc]
 * [|Multimedia Checklist Group 3_Change.doc]
 * Observation of Group
 * Group Conferences || * Journal Entries
 * [|Peer Review Form_Change.doc] || * Multimedia Presentation -
 * [|Presentation Evaluation_Change.doc] ||  ||
 * |||||||||||| ====**Assessment Summary**==== ||
 * |||||||||||| The video quiz and journal entries will be used to assess student’s prior knowledge. While working on the projects students will be informally assessed through questioning and reviewing reflections in student journals. The teams will meet to give and receive peer feedback, revise products, and offer suggestions using the peer review form. The students will use the project checklist and peer review form to help guide their work. Group observations and weekly conferences will be conducted to see how progress is going, how team members are participating, and find out what additional support the group might need. Each group will complete a multimedia presentation which will be evaluated by their peers and the teacher using the presentation evaluation form. This form will also serve to evaluate what individual students learned from the group’s presentation. ||
 * |||||||||||| ==**Unit Details**== ||
 * || ====**Prerequisite Skills**==== ||  ||   ||   ||   ||   ||
 * |||||||||||| * Basic computer skills including the ability to navigate the internet.
 * Knowledge of PowerPoint and or movie making software. ||
 * || ====**Instructional Procedures**==== ||  ||   ||   ||   ||   ||
 * |||||||||||||||||| **Week 1** will start with an outline of the Agricultural Revolution.

Using the PowerPoint titled [|The Agricultural Revolution.ppt]
 * Students will be shown graphs comparing the farming population of 1840, to the farming population of 1990. The class will be divided into “farmers” and “others” according to the 1840 graph. The class will count how many students would have lived on farms if it was the 1840’s.
 * The 1990 graph will be shown. Most, if not all of the students will be taken “off” the farm and moved over to “others.”
 * Students will write journal entries explaining why they think so many people no longer live on farms.
 * Students will then write in their journals to answer the questions :
 * Why do you think more people live in cities and towns today then farms?
 * Why do you think modern farmers can produce more food then farmers in 1840?
 * A brief overview of the Agricultural Revolution will be given to the students

Using the PowerPoint titled [|The Industrial Revolution.ppt] and a Smart Board:* The classes responses to the question, “What do you think an Industrial Revolution is?” will be recorded on the corresponding slide.
 * Week 2**
 * Students will watch the [|Industrial Revolution.mov] and answer the [|Industrial Revolution Quiz.mov]
 * Using the hyperlinks, students will be shown the timelines of the Agricultural and Industrial Revolutions.
 * Students will write in their journal to answer the question: Why do you think the Agricultural and Industrial Revolutions occurred at almost the same time.


 * Weeks 3 & 4** – The class will be divided into three groups. Each group will be composed of student’s of varying levels. The groups will each be assigned one of the content questions, which will be scaffolded. They will compile their research into a multimedia presentation such as PowerPoint, iMovie or Windows Movie Maker. During this time period, classroom staff will provide support and guidance as needed.


 * Week 5** –The “Presentation Evaluation” form will be given out prior to the presentations so that students will know what’s expected. Each group will present their multimedia project and answer questions from the audience. The audience will complete the “Presentation Evaluation” form.

During weeks 2 or 3, the class will take a trip to the Tenement Museum ||  ||
 * |||| ====**Accomodations for Differentiated Instruction**==== ||  ||   ||   ||   ||
 * || **Resource Student** |||||||| * Have the students use Write Out Loud and Co-Writer to facilitate the writing process.
 * Give them access to videos as part of their research.
 * Check for understanding
 * Allow extra time for assignment completion ||  ||
 * || **Nonnative English Speaker** |||||||| * Have the computer set to the student’s native language
 * Allow them to do a portion of the research in their native language
 * Have them write their answers in English ||  ||
 * || **Gifted Student** |||||| Provide additional activities such as
 * completion of the Inventor’s Chart
 * reading "Hard Times" or "Oliver Twist" by Charles Dickens ||  ||   ||
 * |||||||||||| ==**Materials and Resources Required for Unit**== ||
 * |||||||||||| ====**Technology-Hardware**==== ||
 * |||| * Computer(s)
 * Internet Connection |||| * Printer
 * Projection System
 * Scanner |||| * SMART Board ||
 * || ====**Technology-Software**==== ||  ||   ||   ||   ||   ||
 * |||| * Encyclopedia on CD-ROM |||| * PowerPoint
 * Windows Movie Maker or iMovie |||| * Word Processing
 * Inspiration
 * Write Out-Loud
 * Co-Writer ||
 * || **Printed Materials** |||||||||| Access to the Library ||
 * || **Supplies** ||  || Laptop Cart ||   ||   ||   ||
 * || **Internet Resources** |||||||||| Websites

http://www.kidinfo.com/American_History/Industrial_Revolution.html http://www.agclassroom.org/gan/timeline/farm_tech.htm www.saburchill.com/history/chapters/IR/001.html http://www.schoolshistory.org.uk/agriculturalrevolution.htm http://inventors.about.com/library/inventors/blindustrialrevolutiontextiles.htm http://inventors.about.com/library/inventors/blfarm1.htm http://www.bbc.co.uk/history/british/empire_seapower/agricultural_revolution_02.shtml http://www.spartacus.schoolnet.co.uk/IRchild.htm http://www.saburchill.com/history/chapters/IR/001.html http://www.puhsd.k12.ca.us/chana/staffpages/eichman/Adult_School/world/fall/industrial/1/change.htm http://www.schoolshistory.org.uk/IndustrialRevolution/lifeduringindustrialrevolution.htm http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html http://eh.net/encyclopedia/article/tuttle.labor.child.britain || http://www.thirteen.org/edonline/edvideo/index.html ||
 * || **Other Resources** |||||||||| * Power Media Plus

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