LESSON PLAN

Name: Gwyneth Hudson Date: 2/10/2023 Lesson Start and End Time:
12:50pm – 13:25pm

Academic Area: History Grade Level: 5th Co-op initials with date:

Pre-Instruction Planning
Topic The Industrial Revolution: Consequences
PA Anchor/Standard or  PA Academic Content Standard 3.4.5.B1: “Explain how
Eligible Content the use of technology can have unintended
consequences.”
 PA Academic Content Standard 3.4.5.D3: “Determine if
the human use of a product or system creates positive or
negative results.”
 PA Academic Content Standard 8.1.5.B: “Classify and
analyze fact and opinion from multiple points of view,
and secondary sources as related to historical events.”
 PA Academic Content Standard 8.3.5.B: “Illustrate
concepts and knowledge of historical documents,
artifacts, and places critical to United States history.”
 PA Academic Content Standard 8.3.5.D: “Examine
patterns of conflict and cooperation among groups and
organizations that impacted the history and development
of the United States.
 Ethnicity and race
 Working conditions
 Immigration
 Military conflict
 Economic stability”
Lesson Objectives 1. The students will be able to hypothesize about positive
and negative effects of the Industrial Revolution.
2. The students will be able to assess the overall effects of
the Industrial Revolution.
Materials 1. The teacher will require the video “A Layman’s Sermon:
Jacob Riis on How the Other Half Lives & Dies in NY,”
found on YouTube: https://www.youtube-
nocookie.com/embed/K3NwFB9zuF8?
playlist=K3NwFB9zuF8&autoplay=1&iv_load_policy=
3&loop=1&modestbranding=1&start=
2. The students will require their history notebooks.
Planning for Learners Differentiation:
1. The lesson exhibits differentiation of process in that
students have the opportunity to interact with the
information visually, as they see the teacher write down
 their suggestions on the board and as they watch the
video; verbally, as they make suggestions about the
positive and negative effects of the Industrial
Revolution; auditorily, as they listen to their peers’
suggestions and to the narration of the video; and
kinesthetically, as they physically write out an answer to
the exit ticket question.
Modifications/Accommodations:
1. The teacher can modify the lesson by personally inviting
certain students to answer a different exit ticket prompt,
simply asking those students to tell her one positive
result of the Industrial Revolution and one negative
result of the Industrial Revolution and why each of those
things was positive or negative, respectively.
2. The teacher can accommodate students who struggle to
write while also suggesting positive and negative effects
of the Industrial Revolution by taking a picture of the
board and typing up the chart into a document that
students can just paste in their notebooks at a later time.
Lesson Presentation
Introduction 1. The teacher will introduce the lesson by posing the
question: “What are some consequences – positive or
negative – you can think of that might have resulted from
the changes in the economy, in technology, and in
society that we have been studying this week?”
2. She will allow for a time of discussion, during which she
will prompt students to think about things like an
increase in overall wealth, a growth in the production of
goods, an overall improvement in the standard of living,
access to healthier food, and access to education as some
of the positive effects; some of the negative effects to
which she will direct them will be poor working
conditions, poor living conditions for many, low wages,
child labor, pollution, and establishment of patterns of
discrimination against women.
Sequence of activities 1. As the students discuss the opening question, the teacher
including assessments will write down their responses in a pros and cons list on
the board, which she will then ask them to copy down in
their history notes.
2. The teacher will show the students the video “A
Layman’s Sermon: Jacob A. Riis on How the Other Half
Lives & Dies in NY,” which is an abridged version of a
lecture given by Riis himself in 1888 and based on his
book “How the Other Half Lives,” together with some
photos from that very book. The video, thus, does a nice
job of helping students engage with a primary source on
 the topic of the negative consequences of the Industrial
Revolution in a genuine and kind of unique way.
3. When the video is over, the teacher will ask the students
to share their thoughts.
4. She will also comment again on the fact that there were
both positive and negative consequences of the Industrial
Revolution. Even though it might be easier to see the
negative results, we should not discount the lasting
effects of the positive ones, as well. This will get
students thinking in preparation for the closing question.
Assessment:
1. The students will be assessed on their ability to
hypothesize about positive and negative effects of the
Industrial Revolution when the teacher hears at least one
suggestion from each of her fifteen students during the
opening discussion.
2. The students will be assessed on their ability to assess
the overall effects of the Industrial Revolution when the
teacher reads their exit tickets after class.
Lesson Wrap-up 1. The teacher will then conclude the lesson by having the
students complete an exit ticket, which asks them to
consider the following question: "Was the Industrial
Revolution – overall – a positive or a negative historical
event? Explain your reasoning.”
Self-Evaluation While today’s lesson was extremely fun and beneficial, overall,
it was not without its bumps in the road. Upon our return from
break, all the fuses in our classroom ended up getting blown. As
such, we were unable to use the projector for our lessons. I
really wanted to show this video to the students, though, so we
worked with what we had. I circled them up on the floor at the
front of the room, like they are used to doing with Community
Circle, sat my laptop on my lap, and displayed the video to them
in that way. It was not necessarily ideal, as some of them could
not see the best, but, at the same time, it made classroom
management so much easier and allowed me to pause the video
and manage discussion and student questions much more deftly
than usual. Other than this rather major change to the plan, the
rest of the lesson went according to plan and went extremely
well. The students were all so eager to create our pros and cons
list. Thus, everyone was participating, and it was easy for me to
assess their ability to hypothesize about potential positive and
negative effects of the Industrial Revolution. I liked the way I
designed the lesson so that their participation was fueling their
notetaking, too, because when they feel like they are the ones
coming up with what we are writing down, they are so much
more likely to stay engaged with the process of notetaking and
the conversation going on in class. In short, it gives the students
ownership in the classroom – a concept which we stress so much
in my courses at Geneva. If I were to teach the lesson in the
future, I might spend a longer time on it than we got to in this
instance, because my students were so engaged with the topic of
the consequences of the Industrial Revolution. I would also add
more interaction with Jacob Riis’s work, perhaps assigning the
students to make their own photo diary of the Industrial
Revolution or to research tenements and talk about their horrors
in some creative way to the class. It just felt too brief for how
excited my students were to talk about this topic.