Assignment # 3: Virtual Lesson Course Design and Teaching Online

Virtual Lesson Course Design and Teaching Online Anna Newton University of Maryland University College

Assignment # 3: Virtual Lesson Course Design and Teaching Online Content Standards: For the Virtual Lesson Course Design and Teaching Online assignment, I chose to pick from the World History standards for eleventh grade for the state of Maryland. The standard I chose is from the third unit, which is entitled Revolutions and Reactions. The expectation for the entire unit is students demonstrate an understanding that global interaction facilitated the spread of democratic ideas and revolutions on both sides of the Atlantic Ocean (MSDE, 2010). There are three topics in this unit: Enlightenment and Revolution, Reaction, and Industrialization. I chose to focus on the Industrialization topic, which has three indicators and several objectives in each indicator. The below information are the indicators and the objectives for this unit. TOPIC C. Industrialization INDICATOR 1. Analyze the origins of industrialization in various regions of the world. OBJECTIVES a. Describe the characteristics of the agricultural revolution in Western Europe and its relation to industrialization. b. Analyze the internal and external geographic, economic, technological and political facts that resulted in industrialization in Western European countries and the United States. INDICATOR 2. Analyze the connections between industrialization and continuing major developments in science and technology. OBJECTIVES a. Examine how new inventions, including the railroad, steamship, telegraph, mass production, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power. b. Analyze how new forms of generative power contributed to Europes second industrial revolution and compare the role of the state in different countries in directing or encouraging industrialization. INDICATOR 3. Analyze the spread of industrialization and the accompanying external and internal transformations in various regions of the world. OBJECTIVES

Assignment # 3: Virtual Lesson Course Design and Teaching Online a. Explain how industrialization led to demographic changes such as population patterns, urbanization, the emergence of new social classes, and increased literacy and how these impacted urban populations. b. Analyze the connections between industrialization and political and social reform movements. c. Analyze the connections between industrialization and increased democracy in countries such as Britain and France. (MSDE, 2010). Below are the essential understandings, questions, and skills for this unit and topic. Enduring Understandings When peoples interact through trade, exploration, migration, or conquest, ideas are exchanged which may cause political change. Revolution can be caused by a variety of factors such as social, political, and/or economic inequalities. Industrialization leads to political, economic, and social changes which must be addressed by governments and societies. Essential Questions: How do trade and migration patterns cause intellectual and cultural transformations? What social, political, and economic conditions lead to the overthrow of established ideas? How does nationalism impact nations and people? How do artifacts and documents influence how history is written? Skills: Analyze causeandeffect relationships and multiple causation; including the importance of the individual and the influence of ideas. Consider and compare multiple perspectives in primary and secondary sources. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. Identify the central question(s) a historical narrative addresses. Compare competing historical narratives. Evaluate major debates among historians. Draw comparisons across eras and regions in order to define enduring issues. (MSDE, 2010). Unit Overview: This week-long unit is based off of the above standards, understandings, questions, and skills. This unit will be in an asynchronous setting to allow students to work at their own pace and to adjust to students schedules. For example, some of these students may be completing this course online in order to gain credit recovery for the World History graduation requirement. This 3

Assignment # 3: Virtual Lesson Course Design and Teaching Online will mean that these students will not be able to meet online until after their regular school day. Students will be expected to meet the due dates and complete each lesson according to the syllabus of the course. Each lesson will be two days in length to give students time to post and respond to any discussions during the lessons. This course will be delivered through a course management system (CMS) that will allow students to log on at any time to access materials, instructional documents, and engage in online conferences, activities, and assignments. Below is the outline of the Industrial Revolution unit for the online course for World History. Unit Outline: Day 1: Origins of the Industrial Revolution MSDE Standards: Unit 3, Topic C, Indicator 1 (3.C.1) Objectives: a. Students will be able to describe the characteristics of the agricultural revolution in Western Europe and its relation to industrialization. b. Analyze the internal and external geographic, economic, technological and political facts that resulted in industrialization in Western European countries and the United States. Summary: This lesson will be the very first lesson of this unit. Students will first be asked to view the following video on the origins of the Industrial Revolution: http://www.youtube.com/watch?v=3Efq-aNBkvc. Students will also be instructed to read the Rural Exodus source found on http://www.bbc.co.uk/history/british/victorians/exodus_01.shtml. Once students have finished watching video and reading the source, students must answer the following questions using information from the two sources and other sources they may find on the class blog: 1. How did the agricultural revolution lead to the industrial revolution?

Assignment # 3: Virtual Lesson Course Design and Teaching Online Explain using specific evidence. 2. Did the agricultural and industrial revolution force the rural population of England to abandon their homes to work in factories? Explain your viewpoint using evidence from the sources and other sources you may find. 3. Prediction: Did the industrial revolution have a positive or negative impact on England and the rest of the world? Explain your prediction based off of what you know and the sources from this lesson. Each of the three questions will have their own blog post area to help students make sure they know what topic they are discussing. Each student will also be required to respond to at least one student in each of the topic areas. Students will also be expected to respond to posts to their original post. Participation in conferences/blogs is a part of their participation grade for the course. Students will also be instructed to participate in the Cotton Millionaire online game at http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.shtml. Students are to take a screenshot of their results and submit that along with a response where they analyze their choices and consequences of their choices. This will be an assignment grade. Media/Technology Used: YouTube Video: http://www.youtube.com/watch?v=3EfqaNBkvc, Blog/Conference questions and postings by the students, Cotton Millionaire game: http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.shtml. Day 2: The Science and Technology of the Industrial Revolution MSDE Standards: Unit 3, Topic C, Indicator 2 (3.C.2)

Assignment # 3: Virtual Lesson Course Design and Teaching Online Objectives: Students will be able to: a. Examine how new inventions, including the railroad, steamship, telegraph, mass production, photography, and internal combustion engine, transformed patterns of global communication, trade, and state power. b. Analyze how new forms of generative power contributed to Europes second industrial revolution and compare the role of the state in different countries in directing or encouraging industrialization. Summary: Students will first be asked to view the following animations and read the background of the Stephens Rocket, the Blast Furnace, the Spinning Mill, the Winding Gear, the Beam Engine, and the Paddle Steamship on the following website: http://www.bbc.co.uk/history/british/victorians/. The animations are under the Victorian Technology and Innovation tab. Students will also be instructed to build after viewing the animations and reading the background of the Stephens Rocket, the Blast Furnace, the Beam Engine, and the Paddle Steamship. Students will also be instructed to take the quizzes that are a part of the Winding Gear and the Paddle Steamship animations. Once students have finished reading the background, watching the animations, and participating in building the object or quizzes that are a part of the animation, students must answer the following question using information from the sources and other sources they may find on the class blog: 1. Pick one of the technologies you viewed. Explain how that technology impacted industry. Use the animation and other sources you may find to support your answer. Do you think that industrialization would have had a big impact on the world without the technology you picked? Each student will also be required to respond to at least one student in each of the topic areas. Students will also be expected to

Assignment # 3: Virtual Lesson Course Design and Teaching Online respond to posts to their original post. Participation in conferences/blogs is a part of their participation grade for the course. Media/Technology Used: Technology animations: Stephens Rocket: http://www.bbc.co.uk/history/british/victorians/launch_ani_rocket.shtml, the Blast Furnace: http://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtml, the Spinning Mill: http://www.bbc.co.uk/history/british/victorians/launch_ani_spinning_mill.shtml, the Winding Gear: http://www.bbc.co.uk/history/british/victorians/launch_ani_winding_gear.shtml, the Beam Engine: http://www.bbc.co.uk/history/british/victorians/launch_ani_beam_engine.shtml, and the Paddle Steamship: http://www.bbc.co.uk/history/british/victorians/launch_ani_paddle_steamship.shtml, Blog/Conference questions and posting by the students. Day 3: Impact of the Industrial Revolution on Demographics & Urban Society MSDE Standards: Unit 3, Topic C, Indicator 3 (3.C.3) Objectives: Students will be able to: a. Explain how industrialization led to demographic changes such as population patterns, urbanization, the emergence of new social classes, and increased literacy and how these impacted urban populations. Summary: Students will first be given a particular topic/resource to read and analyze: The Rise of the Middle Class found at http://www.bbc.co.uk/history/british/victorians/middle_classes_01.shtml, Women Miners found at http://www.fordham.edu/halsall/mod/1842womenminers.asp, Physical

Assignment # 3: Virtual Lesson Course Design and Teaching Online effects of Factory Work found at http://www.victorianweb.org/history/workers2.html, Accidents found at http://www.spartacus.schoolnet.co.uk/IRaccidents.htm, Physical Deformities found at http://www.spartacus.schoolnet.co.uk/IRdeformities.htm, Factory Pollution found at http://www.spartacus.schoolnet.co.uk/IRpollution.htm, Food in the Factory found at http://www.spartacus.schoolnet.co.uk/IRfood.factory.htm, Punishments found at http://www.spartacus.schoolnet.co.uk/IRpunishments.htm, Working Hours found at http://www.spartacus.schoolnet.co.uk/IRtime.htm, Piecers found at http://www.spartacus.schoolnet.co.uk/IRpiecers.htm, and Scavengers found at http://www.spartacus.schoolnet.co.uk/IndustrialRevolution.htm. Students are to use the given resource to research their assigned topic. They will post the answer to the following question through the use of Screencast-o-matic.com, Croak it, or Voki: 1. How did your assigned topic impact the demographics of England? Explain using several pieces of evidence. Students will also be required to view/listen to each topic and then reflect through a post answering the second question: 2. How did the Industrial Revolution and cause the various changes in society? How did they impact society as a whole? Explain using evidence from other student posts. Participation in conferences/blogs is a part of their participation grade for the course. Media/Technology Used: Blog/Conference questions and posting by the students, and Screencast-o-matic.com/Croak it/Voki to create an audio or audio-visual post. Day 4: Impact of the Industrial Revolution on Society and Social Reform Movements MSDE Standards: Unit 3, Topic C, Indicator 3 (3.C.3) Objectives: Students will be able to: b. Analyze the connections between industrialization and political and social reform movements.

Assignment # 3: Virtual Lesson Course Design and Teaching Online Summary: Students will first be instructed to complete the Muck & Brass game found at the following website: http://www.bbc.co.uk/history/interactive/games/victorian_muckbrass/index_embed.shtml . Students will then be asked to reflect on their decisions on the Muck & Brass game and why social reform movements were seen to be necessary due to the impact of the Industrial Revolution in the class/blog area. Students then will be instructed to research the impact of industrialization on women or children. Students must also research how the impact on the women and children led to social reform movements. Students will be broken into two groups: one on women and the other on children. Sources for women are located at: http://www.fordham.edu/halsall/mod/1842womenminers.asp and http://www.bbc.co.uk/history/british/victorians/womens_work_01.shtml. Students that are in the children group will analyze the various sources under the Debate on Child Labour section on the following website: http://www.spartacus.schoolnet.co.uk/IndustrialRevolution.htm. They will post the answer to the following question through the use of Screencast-o-matic.com or Prezi: 1. How was your assigned group affected by the Industrial Revolution? Explain using several pieces of evidence. Predict what kind of laws will be passed in order to help your social group. Explain your predictions. Each student will also be required to respond to at least one student in each of the topic areas. Students will also be expected to respond to posts to their original post. Media/Technology Used: Blog/Conference questions and posting by the students, and Screencast-o-matic.com/Prezi to create an audio or visual post. Day 5: Impact of the Industrial Revolution on Politics and Political Reform Movements

Assignment # 3: Virtual Lesson Course Design and Teaching Online MSDE Standards: Unit 3, Topic C, Indicator 3 (3.C.3) Objectives: Students will be able to: b. Analyze the connections between industrialization and political and social reform movements. c. Analyze the connections between industrialization and increased democracy in countries such as Britain and France. Summary: Students are to read The Life of the Industrial Worker in 19th CenturyEngland found at http://www.victorianweb.org/history/workers1.html#cobbett and Chadwicks Report on Sanitary Conditions found at http://www.victorianweb.org/history/chadwick2.html. After reading the excerpts from the parliamentary inquiry on the conditions of industrial worker and sanitary conditions, students will post campaign poster on the class blog what they would do if they were a Member of Parliament and heard this information. Students will use any form of art software programs to create their campaign poster, such as Microsoft Paint, GIMP, or others. Students will read then following documents: The Reform Act Crisis at http://www.victorianweb.org/history/reform.html, and The Reform Acts at http://www.victorianweb.org/history/hist2.html. Students are to use the given sources to post the answer to the following question: 1. Do you feel the Reform Acts meet the needs of the people of Great Britain? Do you feel the Reform Acts created enough change to help improve the negative impacts of the Industrial Revolution? Explain using several pieces of evidence. Each student will also be required to respond to at least one student in each of the topic areas. Students will also be expected to respond to posts to their original post.

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Assignment # 3: Virtual Lesson Course Design and Teaching Online Media/Technology Used: Art software to create a campaign poster and blog/conference questions and posting by the students. Unit Assessment: Students will receive the unit assessment at the beginning of the unit to give them time to work on it during the unit. The unit assessment will require students to create a visual, audio, or audio-visual presentation using any software. Some suggested programs are Screencast-o-matic.com and Prezi. In this presentation, students must analyze and evaluate the impact of the Industrial Revolution on a nation of their choice. The only stipulation is it must not be Great Britain because most of the sources in the unit were on Great Britain. Students must be sure that they not only analyze what resulted in that particular nation due to the Industrial Revolution, but they must also evaluate its impact, particularly if the Industrial Revolution was a positive or negative event. Students must use multiple pieces of evidence to support their position and their analysis. Students will be given the following website to help them find resources for their research: http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinksIndustrialRevolution.htm Fully Developed Lesson: Day 5 from the Outline Lesson Title: Impact of the Industrial Revolution on Politics and Political Reform Movements 11th Grade/World History Students will analyze the impact of the Industrial Revolution and how it spurred political reform and new legislation in Great Britain. Students will be given two days to complete all parts of the lesson.

Grade Level/Subject Area: Concept/Topic:

Length of Lesson:

Standards Addressed:

Curriculum Standards: MSDE World History Unit 3: Revolutions & Reaction Enduring Understandings 11

Assignment # 3: Virtual Lesson Course Design and Teaching Online When peoples interact through trade, exploration, migration, or conquest, ideas are exchanged which may cause political change. Revolution can be caused by a variety of factors such as social, political, and/or economic inequalities. Industrialization leads to political, economic, and social changes which must be addressed by governments and societies. Essential Questions: How do trade and migration patterns cause intellectual and cultural transformations? What social, political, and economic conditions lead to the overthrow of established ideas? How does nationalism impact nations and people? How do artifacts and documents influence how history is written? Skills: Analyze causeandeffect relationships and multiple causation; including the importance of the individual and the influence of ideas. Consider and compare multiple perspectives in primary and secondary sources. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. Identify the central question(s) a historical narrative addresses. Compare competing historical narratives. Evaluate major debates among historians. Draw comparisons across eras and regions in order to define enduring issues. EXPECTATION Students demonstrate an understanding that global interaction facilitated the spread of democratic ideas and revolutions on both sides of the Atlantic Ocean. TOPIC C. Industrialization INDICATOR 3. Analyze the spread of industrialization and the accompanying external and internal transformations in various regions of the world. OBJECTIVES b. Analyze the connections between industrialization and political and social reform movements. c. Analyze the connections between industrialization and increased democracy in countries such as Britain and France. (MSDE, 2010)

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Assignment # 3: Virtual Lesson Course Design and Teaching Online Performance Objectives: After completion of the lesson, students will be able to: Analyze the complexity of the issues created by the Industrial Revolution. Analyze the impact of the Industrial Revolution on the world, particularly political and social issues. Create a campaign poster to analyze the social and political issues facing the people of Great Britain during the Industrial Revolution. Analyze and evaluate the impact of the Industrial Revolution on a nation of their choice.

Introduction:

This lesson will require students analyze primary and secondary sources to analyze the connections between industrialization and political and social reform movements. Students will also analyze the connections between industrialization and increased democracy in countries such as Britain. Day 1: 1. Students are to read The Life of the Industrial Worker in 19th Century-England found at http://www.victorianweb.org/history/workers1.html#cobbett and Chadwicks Report on Sanitary Conditions found at http://www.victorianweb.org/history/chadwick2.html. 2. After reading the excerpts from the parliamentary inquiry on the conditions of industrial worker and sanitary conditions, students will post campaign poster on the class blog what they would do if they were a Member of Parliament and heard this information. Students will use any form of art software programs to create their campaign poster, such as Microsoft Paint, GIMP, or others. 3. Students are to post a response on at least one classmates poster. They should particularly note if they would vote for them based on their position portrayed in the poster and why. 4. The teacher will post responses to each students campaign poster to engage students in a further discussion why the issues addressed in their campaign poster should be addressed in Parliament and the consequences of not instituting reforms. 5. Students are to respond to teacher and classmates posts. Day 2: 1. Students will read then following documents: The Reform Act Crisis at http://www.victorianweb.org/history/reform.html, and The Reform Acts at http://www.victorianweb.org/history/hist2.html. 2. Students are to use the given sources to post the answer to the following question: 13

Step-By-Step Procedures:

Assignment # 3: Virtual Lesson Course Design and Teaching Online Do you feel the Reform Acts meet the needs of the people of Great Britain? Do you feel the Reform Acts created enough change to help improve the negative impacts of the Industrial Revolution? Explain using several pieces of evidence. 3. Each student will also be required to respond to at least one student in each of the topic areas. Students will also be expected to respond to posts to their original post. 4. Students will finish their unit assessment in submit it three days after the conclusion of the Unit. Computer and Internet access Art software/Program: Paint, GIMP, or others Google account Blogger account to post to the class blog/discussion Web 2.0 application Resources: The Life of the Industrial Worker in 19th Century-England found at http://www.victorianweb.org/history/workers1.html#cobbett Chadwicks Report on Sanitary Conditions found at http://www.victorianweb.org/history/chadwick2.html The Reform Act Crisis at http://www.victorianweb.org/history/reform.html The Reform Acts at http://www.victorianweb.org/history/hist2.html

Technology Requirements:

Related URLs:

http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinksIndustrialRevolution.htm Students will create a campaign poster to analyze the social and political issues facing the people of Great Britain during the Industrial Revolution using Paint or other art program or software. Students will also use the information to help them analyze and evaluate the impact of the Industrial Revolution on a nation of their choice in a visual, audio, or audio-visual presentation. To help students understand why people of Great Britain desired political and social reform and how they achieved it students may listen to the podcast on Radicalism & Unrest found at: http://media.nationalarchives.gov.uk/index.php/radicalism-and-unrest/

Assessment Based on Objectives:

Re-teaching activity:

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Assignment # 3: Virtual Lesson Course Design and Teaching Online Extension: Students and the teacher can extend the lesson by completing the activity called 1833 Factory Act found at http://www.nationalarchives.gov.uk/education/lesson13.htm. In this activity students analyze documents to understand how the 1833 Factory Act impacted children working in factories.

Pedagogical Approaches and Justification: I decided to take a constructivist pedagogical approach throughout the entire unit because students retain more knowledge if they construct it themselves. This is so because students will construct the new knowledge based off of what they already know from previous lessons and personal experience, and opinions and connect it with new knowledge and skills. The students engage in many readings, conferences through a class blog, online games, and products to allow students to express their knowledge in different ways. The class blog, which is the main Web 2.0 application used throughout the unit, allows students to also construct knowledge through discussion based on primary and secondary sources about the Industrial Revolution. This will help students practice skills analyzing primary documents and using evidence to justify their responses, whether it is a text, audio, visual, or audio-visual post. I would participate in the blog more as a facilitator to help probe the topic in order for students to develop a deeper, more meaningful, and well-rounded understanding of the topic.

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Assignment # 3: Virtual Lesson Course Design and Teaching Online References: BBC. (2012). Victorians. Retrieved November 11, 2012 from http://www.bbc.co.uk/history/british/victorians/ Fordham University. (2001). Internet history sourcebook: Industrial revolution. Retrieved November 11, 2012 from http://www.fordham.edu/halsall/mod/modsbook14.asp. MSDE. (2010). World history standards. Retrieved November 11, 2012 from ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/ Pojer, S.M. (2012). The industrial revolution: Web links. Retrieved November 11, 2012 from http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinksIndustrialRevolution.htm Spartacus Educational. (n.d.). Industrial Revolution. Retrieved November11, 2012 from http://www.spartacus.schoolnet.co.uk/IndustrialRevolution.htm The National Archives. (n.d.). Retrieved November 11, 2012 from http://www.nationalarchives.gov.uk/default.htm Victorian Web. (n.d.). Retrieved November 11, 2012 from http://www.victorianweb.org/index.html

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