This unit plan outlines a 5-day lesson on the Industrial Revolution for an 8th grade class of 32 students from various racial and gender backgrounds. Over the 5 days, students will learn about key events and figures of the Industrial Revolution through lectures, videos, group projects, and debates. They will use technology like YouTube, Google Maps, and computers for research. The plan aims to have 90% of students demonstrate competency in understanding the Industrial Revolution.

1. The Industrial
Revolution
Unit Plan
By: Daniel Ball

2. Analyze the Learners
 The class is a first eight grade class. The are 32 students in the class room.
The gender make up is 19 boys and 13 girls. The racial make up is 72% white,
12% black, and 16% Hispanic.

3. Main Objective
 Students will demonstrate their knowledge of the Industrial Revolution
through class participation, media presentations, group projects, and group
evaluations with 90% competency.

4. Day One: The Birth of the Future
 Students will takes notes for future use during a quick lecture on the time
period that gave rise to the Industrial Revolution.
 After the lecture students will watch a Youtube video on the steam engine.
After the video the students will be able to ask the instructor questions.
 Students will be placed in their groups for their group projects. (Three
groups; the Luddites, the Capitalists, a Jury.)
 Video: http://www.youtube.com/watch?v=EVomz8TXrqE

5. Day Two: An Age of Progress
 Students will take notes during a lesson on the spread of Industrialization
from Britain to the rest of the world.
 Students will use their notes and google maps to track the spread of
Industrialization and compare pictures of the important cities then and now.
 Students will have a few minutes to talk to their groups and start planning
their project.

6. Day Three: Guiding Lights
 Students will take notes during a lesson on the notable inventors and
industrialist of the Industrial Age.
 Students will then get on computers to research an important invention
developed during this time period. The student will write a one page paper on
their chosen invention.

7. Day Four: Day of Debate
 Students will use their notes from all previous days and their paper to assist
them during a mock debate between The Luddites and The Capitalists and
the winner will be judged by a Jury.

8. Day Five: Analyze and Internalize
 Students will go over the debate they had the day before. Each of the three
groups have to explain what they did wrong and what they did right.
 The students have a short lesson on the after effects of the Industrial
Revolution and are left with a question of who do they think was right in the
real world debate between the Luddites and the Capitalists.

9. Use of Technology
 Youtube: http://www.youtube.com/watch?v=EVomz8TXrqE
 Google Maps: http://www.google.com/earth/
 Computers for student research.
 Projector and Smart board for lessons.

10. Work Cited
 https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Industrial_Revolu
tion.html
 http://www.ushistory.org/us/22a.asp
 http://www.bbc.co.uk/history/british/victorians/workshop_of_the_world_01.
shtml
 http://americanhistory.about.com/library/charts/blchartindrev.htm
 http://www.history.com/topics/child-labor