Tom Colella

Lesson Plan: Industrial Revolution Good or Bad

Length: 1 Day
9th Grade Modern World
I. Learning Objectives:
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Students will be able to work as a group to read and annotate multiple primary
and secondary source documents.
Students will be able to answer the question Was the Industrial Revolution good
or bad? Why or how so?
Students will be able to argue for their position on the above question.

II. Instructional Materials:

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Power Point
Expo Markers
Document Based Question Packet

III. N.J. Core Curriculum Standards:

- RH.9-10.2 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.
- 6.2.12.B.3.b Relate the Industrial Revolution to population growth, new migration
patterns, urbanization, and the environment.
- 6.2.12.D.3.b Explain how industrialization and urbanization affected class
structure, family life, and the daily lives of men, women, and children.
IV. Anticipatory Set: (10 minutes)
-

Students will discuss the Urban Game from the class prior. They will assess the
issues they had while planning their village/city as well as come up with some
solutions for how to make it better if they could do it again.

V. Procedure:
1) Power Point: (30 minutes)
The Power Point will include all 15 documents handed out for homework the
night before and discussed in class the day of. This PP will be used to go over the
documents as a class. The instructor will lead the discussion but most of the
talking should be on the students. Together they will create a T-chart and
determine if the Industrial Revolution was good or bad.
2) Handout:
15 primary and secondary documents (excerpts, books, cartoons, pictures, etc.)

3) Video:
N/A
4) Group Activity: (15 minutes)
Students will be broken into 5 groups and told to analyze 3 documents. They will
reread if necessary, look over annotations made for homework the night before,
and discuss as a team the relevance of each document.
5) Questions:
What happened during the Urban Game?
What were some issues you ran into?
How could you better address those issues if you could do it again?
Was the Industrial Revolution good or bad?
Why?
What about each document is most important? What should be taken away?
What is the document arguing? Good or bad?
VI. Assessment
-

The instructor will go around and look at the students packets from the night
before to check for annotation and margin notes. This is to ensure the documents
were read at home prior to coming to class.
The question the class is seeking to answer is a likely question for a test or exam.

VII. Extension
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We will be briefly discussing the Reform Movement and the efforts that were
made to alleviate some of the negatives of the Industrial Revolution.
We will eventually be discussing Imperialism and will relate it to the positive
benefits of the Industrial Revolution.