Lesson Plan #3
I. Objectives
The student will be able to recite what a typcial day looked for children during the Industrial Revolution
The students will be able to make comparision/constrasts between the lives of children today and of children during the Industrial Revolution
Social Studies:
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
Computer Technology (Extension)
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.
C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
· Use search strategies to retrieve information.
NCSS-
- #2: Time, Continuity, and Change
- #3: People, Places and Environments
- #10: Civic Ideals and Practices
- Essential Questions:
What was a typical day like for children during the Industrial Revolution?
How do your lives differ from those children during the Industrial Revolution?
Estimated Time: 60 minutes
II. Materials for Learning Activities
· Paper plates
· Rulers
· Markers
· Pencils
· Short biographies on children from the Industrial Revolution
III. Procedures for Learning Activities
· Instruction –
o Ask students to think about what their typical day looks like. What do they do every morning, afternoon, evening, night? Make a list of possible activities on the board
§ Hand out a paper plate to every student and have students break up their paper plate into 24 equal parts (with pencil)
§ Allow time for students to think of their days and figure out the amount of time they spend on an activity (make sure to have an example for students to refer to)
§ Next have students fill out the plate with activities they do everyday and how much time they spend on them, i.e. in school, sleeping, after school activities, etc. areas should be shaded based on the amount of time the activity takes ex. If you sleep 8 hours every night, you should have 8 of the 24 ‘slices’ dedicated to sleeping (make sure students know to use different colors for every activity and to make a legend to go along with it or write the name of the activity on the pieces it takes up)
§ Have students share their clocks with their partners, as a class discuss any differences or similarities the clocks have: responsibilities, free time, etc. Do any students whish their clocks looked different?
o Explain to students that they will receive a short bio/profile of a boy or girl during the Progressive Era then they will create a 24-clock for their child (just like they made for themselves). Students will present their findings and as a class compare and contrast the lives of children during the Industrial Revolution to their own lives and also the differences between boys and girls during the Industrial Revolution.
§ How did their schedule affect their schooling or potential to get schooling?
· Closure –
o What do you think about your child’s typical day? Is that fair? Do you a child’s day should be like this? What do you think it should consist of? How might a child make it so they can have a day like that (i.e. how do you think it moved from this child’s typical day to your typical day). Tomorrow we will learn more about this and how children fought for their rights.
IV. Assessment
· Wheel- Does it match up to what a typical child’s day looked like? Is the work neat and clean (is it easy to read and understand)? Are students able to make connections between their lives and lives of children in the early 19th century? Are they able to realize the unfairness of their child’s life and try to think of ways it would be more fair and how children lives have changed from then to now?
V. Differentiation
· For students with physical disabilities have plates that are already cut up into 24 equal parts, or make it possible for students to complete the paper plate on the computer
· Autistic students may also benefit from a paper plate already being cut into 24 equal parts (this way they do not focus on making the areas perfectly equal and can instead focus on the more important part of the activity)
· Extension- have students find the percentages of the amount of time they spend in a day (different parts of their day) and also for their Industrial child. Have them compare and contrast their findings and create hypotheses on how the differences can affect the outcome of a child (health, social skills, personality, etc.) Students will need to have evidence to back up their reasonings.
Examples of Potential Child Biographies
child_biographies.doc | |
File Size: | 28 kb |
File Type: | doc |