Generation Earth Lesson Plan Builder Form s1
Generation Earth Lesson Plan Builder Form
1 step one: PLANNING
Lesson/Unit Title
The Industrial Revolution Yesterday and Today: Progress or Problem?
Subject
World History
Instructional Level 10th Grade
Ability Sheltered English Language Learners
Description (Overview of unit)
We will look at the Industrial Revolution of England in the 1800s, examining the ways it helped and hurt society and the environment. We will study examples of solutions people did to minimize/fight against the negative effects. We will then apply that knowledge to the industrialization of today, studying how globalization and free trade and human “progress” has improved lives but has also led to global warming, the destruction of the environment, global poverty, urbanization, and labor exploitation, especially in “developing” countries. Finally, we will examine our connections and interdependence to the environment and the globe, and examine our personal responsibility to take action.
Developed by Rebecca Flynn
Timeline 4 weeks
STANDARDS TO BE ACHIEVED
10.3: Students will analyze the effects of the Industrial revolution in England, France, Germany, Japan, and the United States.
10.3.2 Examine how the scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change
10.3.3 Describe the growth of population, rural to urban migration, and growth of cities was associated with the Industrial Revolution
10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
10.3.5 Understand the connections among natural resources, entreprenuership, labor, and capital in an industrial economy.
10.3.6 Understand eth emergence of capitalism as a the dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
10.4. 1 Describe the rise of industrial economies and their link to imperiealism and colonialism.
10.10 Students analyze instances of nation building in the contemporary world in at least two of the following countries: the Middle East, Africa, Mexico, and other parts of Latin America, and China.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions
Objectives
STUDENTS WILL BE ABLE TO:
§ Compare and contrast industrialization of yesterday and today
§ Explain the positive and negative effects of technology and globalization on the environment (natural resources, consumption, waste, urbanization, etc)
§ Explain the positive and negative effects of technology and globalization on society, labor, and the global economy.
§ Brainstorm individual, political, and corporate solutions to remedy the negative effects
ENVIRONMENTAL ISSUE/TOPIC
Waste reduction and consumption (individual and corporate)
RESOURCES (Equipment & materials needed):
Pre/ Post Evaluations from Generation earth
Films:
§ The Lorax
§ Maquipolis
§ Wal-Mart: the High Costs of Low Prices
§ Zoned for Slavery/ The Child Behind the Label
§ Life & Debt
§ The 11th Hour
Rethinking Globalization Textbook and Sweatshop Trial
Approved State Textbook
Prentice Hall World History: The Modern World
Chapters 5 & 6 & 19
Supplemental Resources
TCI Industrialization Unit & Placards, Industrial Revoltuion
Mama DouDou and Cell Phones Case Study from Dr. Steve Lamy, USC International Relations
Blank World Map & Student Atlas
2 step two
PRE-TEST
Duration 15 minutes
3 step three
Motivation Activity/AUDIT
(Lesson that has students looking at what is happening around them)
Audit tool
1. Students find inventions from last 50 years around homes and classrooms and document positive and negative of these inventions.
2. Where are these things from? Students research where goods were made and plot them on a map.
Duration
2 class periods
Activity details
Students will document inventions and brainstorm how they make our lives easier as well as the negative impact of these inventions. They will start to think about whether these “advances” are mostly positive or negative. Then students will start to think of all the goods we use and have and where they come from and where and how they are made.
Method for reflection on audit
Students will discuss our dependency on electricity and natural resources. We will have a discussion about how inventions and technology both help and hurt us. Finally, students will analyze where things come from, where and how they are made.
4 step four
Introduction Activity
Duration 1-2 class periods
Activity details Watch the film, “The Lorax” and debrief what happened to the community, the environment, and the animals. Do people need thneeds? Students will re-write the ending of the story starting with the development of the Super Axe Hacker (representing the Industrial Revolution) and create a sustainable alternative instead. Students will illustrate and write their alternative ending.
5 Step five
UNIT/CLASS LESSONS
Duration 7-9 class periods
Skills Read, Write, Listen, Present, Think Critcally, Compare and Contrast
Activity details
§ In small groups, students will read one of the TCI placards describing the effects of the Industrial revolution in the 1800s. Students will prepare a presentation for the class to describe the change, how it was positive, how it was negative, and what solutions they can think of to correct the negative impact. Students will present to each other and take notes using the Travellers and Talkers method.
§ As a class, students will read the case study about Congo and cell phones. We will discuss how natural resources in the Congo are used in our devices. Students will complete a graphic organizer.
§ As a class, we will watch clips from the Wal-Mart documentary. Students will answer questions about Wal-Mart’s treatment of the environment and look at examples of how communities have responded.
§ Students will watch several clips of sweatshops and free trade zones in Honduras, Salvador, Mexico, China, and Jamaica. They will answer questions as they watch each clip, documenting the conditions of the workers. After watching all the clips, we will discuss our conclusions as a class.
6 step six
FIELD TRIPs
Field trip #1 location
11th Hour viewing at Arc Light cinema, sponsored by Paramount Pictures
Contact
Jackie Papier
Guest Speaker
Nadia Conners, film maker
Contact information
Field trip #2 location
Hyperion Waste Management Plant
Contact
Ana Maria Sanchez
Guest Speaker
tba
Contact information
7 step seven
REFLECTION
Duration 1 class period
Activity Details
Students will write about what they learned, what most enjoyed, what confused them, and what questions they still have.
8 step eight
SERVICE LEARNING PROJECT
Duration 1-3 class periods w/ Ms. Novaks’s English class
Activity details
Students will plan how to start a paper recycling project on campus. We may invite the Principal to a forum, plan speeches for Homerooms, and troubleshoot potential problems.
9 step nine
EVALUATION
Content Standards
(see step 1)
Duration
4-5 class periods
Objective
(see step 1)
Method:
Role play/Trial, Written Essay, Presentation, Research, Poster,
Activity Details:
In groups, students will role play consumers, corporations, governments, capitalism, and workers. Each group will be put on “trial” for the environmental devastation and economic injustice of global sweatshops. Groups will need to defend themselves as well as prosecute other groups. Groups will need to present witnesses and evidence based on what they learned in class activities in the unit. Following the role play, students will write an essay explaining how each group is responsible.
Service Project Evaluation
Duration 15 minutes
Activity Details Answer the eval questions listed in the back of the Student Action Guides.
10 step ten
POST-TEST
(The Generation Earth student assessment)
Duration 15 minutes