Industrial Revolution

This project-based learning lesson plan attempts to develop collaborative and communicative skills as well as higher order thinking by having students work together on teams to research the industrial revolution using primary and secondary sources. They will then create a product or presentation that answers the driving question and present their work to the class. *Note: You can choose not to complete the research and presentation component of the procedure and complete the lesson in one class period. 

Standards & Objectives

Academic standards
TSS.ELA.11-12.RL.IKI.7
Evaluate the topic, subject, and/or theme in multiple diverse formats and media, including how the version interprets the source text.
TSS.ELA.11-12.RL.KID.1
Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from...
TSS.ELA.11-12.RL.KID.2
Determine multiple themes or central ideas of a text or texts and analyze their development; provide a critical summary.
TSS.ELA.11-12.RL.KID.3
Analyze how an author's choices regarding the development and interaction of characters, events, and ideas over the course of a text impact meaning.
TSS.ELA.11-12.SL.CC.1
Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th - 12th grade topics, texts, and...
TSS.ELA.11-12.SL.CC.2
Integrate multiple sources of information presented in diverse media formats in order to make informed decisions and solve problems; evaluate the...
TSS.ELA.11-12.W.TTP.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.11-12.W.TTP.2
Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Students will work together to create a paper (or product) and presentation that aims to answer the driving question. The presentation will meet the given rubric. Throughout the research and creation process, students will be assessed by their progress as shown in their drafts and their individual journals.

Essential and guiding questions: 

Which industry proved to be the most beneficial to American society at the turn of the 20th century? 

Lesson Variations

Blooms taxonomy level: 
Applying

Helpful Hints

MATERIALS:

  • Computer access for students
  • Background on Project-based Learning
  • Presentation Rubric
  • Primary Source Analysis Tool
  • Project Team Contract
  • Citing Primary Sources
  • Self-reflection on Project