SESSION
3
Industrial Revolution
Tic-Tac-Toe
Instructor(s):
Lesson Title:
Grade Level(s):
Content Area(s):
Learning
Context:
What is the context in
which this lesson
occurs in your
curriculum?
Autumne Streeval: World Civilizations Teacher
Harriet Armstrong: Keystone Teacher (Technology & Career
Development)
Industrial Revolution Tic TacToe
Grade 9
World History, and Technology are the focus, but students will also
learn about Science, Math, English, Art and Economics
In World Civilizations the students are beginning to study the Industrial
Revolution, and they have been dicussing social inequality related to modern
industrialization, analyzing business practices and public health programs of
that era. Students will also compare the Industrial Revolution to modern
industrialization to gain a better understanding of the global economy, global
social inequalities and an awareness of how industrialization relates to many
aspects of society.
This project addresses and integrates content from the core subjects of world
civilizations Geography, English, Art, Mathematics, Economics, History, and
Science.
We integrate these subjects through the project options offered to students.
Students complete three different tasks in this learning activity to encourage
students to learn about a variety of aspects of life during the Industrial
Revolution including business practices, politics, social change, and culture.
The “Industrial Revolution Project Guide” below defines the interrealted tasks
students can choose from.
In their Keystone class students are learning about different software
applications.
Student Task Description
What real or simulated problem situation will students address? What useful product(s), event(s), or
service(s) will students produce? What audience might benefit from the students’ work?(Write to a
student audience)
Example of one student task: Creative Writing.
Imagine that you are living during the early years of the Industrial Revolution. Choose to be one of
the following: a factory worker, a child laborer, or a working class mother. Write a series of diary
entries (at least five) in the role of your assumed character. Be sure to record the events of your day
and include specific details about your life. You should include not only activities and observations,
but also your feelings and emotions.
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 1
Assessment Plan
What academic standards will be addressed in
students’ products and performances?
What information will be used to provide feedback
during the lesson? How will student progress be
measured toward the selected standards? Create
links to assessment tools or describe your
feedback strategies here.
1. Indiana World History Standard 6.6
Describe the causes and conditions of the
Industrial Revolution in England, Europe,
and the United States, and explain the global
consequences.
2. Indiana World History Standard 9.2
Locate and analyze primary sources and
secondary sources related to an event or issue of
the past.
3. Indiana World History Standard 9.5
Use technology in the process of conducting
historical research and in the presentation of the
products of historical research and current
events.
4.Indiana World History Standard 9: Historical
Thinking
Students will conduct historical research that
incorporates information literacy skills such as
forming appropriate research questions,
evaluating information by determining accuracy,
relevance and comprehensiveness, interpreting a
variety of primary and secondary sources and
presenting their findings with documentation.
Students will be assessed formally with a rubric
and informally with teacher observations.
We created the rubrics to assess the content
knowledge about the Industrial Revolution, the
technological skills, and the work ethic of the
students.
See the “Project rubric” below for more
information.
Students will develop global awareness,
economic, civic and health literacy through their
work on this project.
Lesson Procedure
What are the directions do students need to complete the learning activity? What directions must
teachers follow? Where might technology add value to students’ or teachers’ work and/or make their
work easier or more efficient?
Student Steps (write to a student
audience)
For the next two weeks in your World
Civilizations and Keystone Classes you
are going to work individually or with
another student as you learn about the
Industrial Revolution.
Teacher Directions
(write to a teacher
audience)
This project is designed to
encourage students to take the
initiative for their learning.
Since this is self directed
learning:

Students choose the topics
Technology To Be
Used (What and
How) (written to a
teacher audience)
All students will be
accessing online
resources to research
the projects.
Students will decide
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 2




they want to work on.
There is no direct
instruction.
We are providing a
minimal amount of
resources.
They are working
independently or in small
teams for most of the
project.
The teacher’s role is
primarily to coach them
and facilitate student
learning.
what technology best
helps them present
their learning to the
class.
Review the Industrial Revolution Project
Guide and choose the topics you want
to work on.
Review the Industrial Revolution Fact Sheet
as part of your process.
In class dicussion of the Industrial
Revolution and the Theme of Change
and Conflict. (Use the handout Intro to
Theme: Change and Conflict.)
Decide if you want to work with a partner.
Working with a partner will let you divide up
the workload. If you choose to work with a
partner make sure you divide up the work
tasks and create a work timeline to ensure
successful completion of the project.
Be sure to review the rubric we will use to
assess these projects before you begin your
work.
Research your topics and be creative in
displaying what you have learned. You can
use whatever technology best helps you
demonstrate what you have learned. This
could be video, pod casts, flyers created
with Publisher or a PowerPoint.
If you need assistance from your teachers,
ask for it at any time.
Plan on sharing your progress with your
teachers several times a week. Use the
Industrial Revolution Progress Report to
plan for these discussions.
Since the students are doing a
lot of independent work, it is
important to monitor their
work. This might be informal
discussions during classtime.
A more formal part of
monitoring is status checks
using the Industrial Revolution
Progress Report. This might
be used daily if necessary, but
you should plan on status
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 3
checks at least every couple of
days.
Toward the end of the second week of this
project, choose which of these three
activities you want to share with the entire
class.
Share what your learned in one of your
three projects that you think is your best
work.
In addition to presenting the product of
your learning, make sure to explain why
you are proud of this piece of work.
Resources
What materials and other resources are needed for this lesson? List the curriculum, technology, and
information resources the teacher and students will use to complete the lesson, including links to
tutorials for software or process guides.
Curriculum:
Technology:

•


Textbook Chapter
25, pages 630-653.
Industrial
Revolution Fact
Sheet
Change and
Conflict Discussion
Questions Handout
•
•
•
•
Internet Ready
Computer
Microsoft Word,
Publisher,
PowerPoint, Movie
Maker or Premier
Windows Media
Player
LCD Projector &
Screen
CD/MP3 Player &
Speakers
Information
Sources:


Other:
Access to Library of
Congress online
sources
Subcription based
data-bases
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 4
Industrial Revolution
Project Guide: 9th grade
Directions: Select three project options to complete. You may select three across,
three down or three through the middle.
Photo-essay/Art
Find pictures (or create your
own) of working conditions
during the industrial
revolution age (1800s) and
photos from our current time.
Photos can show child labor,
factories, housing, etc. Put
them together in a collage
using multimedia. Examples
might be a PowerPoint, an
online photo album on a site
like Snapfish, a website,
scrapbook, etc. Minimum of
20 pictures. Include captions
with your pictures to provide
a description of the images.
Drama
Write and produce a movie
based on the life of someone
living during the industrial
revolution. The person can be
a member of the working
poor, a wealthy capitalist, a
middle class individual, a
child laborer, etc. You can act
out the movie or use software
to produce it.
Science/Health
Poor and crowded living
conditions during the
Industrial Revolution led to
the spread of many illnesses,
including cholera. Research
the causes, symptoms, and
treatments for cholera. Then,
create a public service
campaign to educate the
masses about the illness. This
can include posters,
brochures, commercials, etc.
Research/Writing
Research current child labor
laws in the US. Find out what
the laws are and then
consider: Should there be
stiffer legislation? Should
there be more careful
monitoring of children’s work
by parent and teachers? What
should the rules be regarding
work hours and
responsibilities? Should there
be rules regarding
interference with school
work? Punishments for
violators?
Write a letter to a policy
maker or editor expressing
your opinions, based on your
research.
Economics/Technical
Working conditions still vary
widely depending on the work
being performed and the area
in which the work is located.
Research global companies
that have a good reputation
for high quality working
conditions. Create a top ten
list of modern companies.
Define your criteria and
defend your list. Then, create
a recruitment advertisement
for one of the companies. Ex:
commercial, poster, website
Technical
Many inventions were created
during the Industrial
Revolution. These include the
seed drill, the spinning jenny,
cotton gin, steam engines,
telephone, sewing machine,
Morse Code (electrical signals
over a telegraph), railroad,
among many others. Select
three and create
instructional/user manuals for
the inventions. The manuals
can be hand created or
computer generated using
software such as Publisher.
Musical
Create a soundtrack of at
least ten songs that shows
the working and living
conditions during the
industrial revolution and/or
songs about working and
living conditions today.
Themes you might include
are sickness, stress, low pay,
pollution, etc. Design the
cover of the CD as well as an
explanation of why you
selected those songs.
Logical/Sequential
Create a series of charts that
show rapid urban growth
during the industrial
revolution. Include
information on population,
productivity, average life
span, pollution information,
etc.
Ex: Manchester & London
(England), Lowell,
Massachusetts
Create the same series of
charts that show rapid urban
growth for modern times. Ex:
China, India, etc.
Creative Writing
Imagine that you are living
during the early years of the
Industrial Revolution. Choose
to be one of the following: a
factory worker, a child
laborer, or a working class
mother. Write a series of
diary entries (at least five) in
the role of your assumed
character. Be sure to record
the events of your day and
include specific details about
your life. You should include
not only activities and
observations, but also your
feelings and emotions.
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 5
Industrial Revolution Tic Tac Toe Projects Rubrics
WORK ETHIC RUBRIC:
Criteria
Exceptional
Quality of Projects
Required Information
Effort Displayed
Project is of high
quality and creative.
Much time has been
spent creating a
quality project.
All of the required
information is
incorporated into the
project.
Project represents
best effort. Lab time
used effectively.
PRESENTATION RUBRIC:
Criteria
Exceptional
10 pts
Explanation of Project Selection of project is
explained in detail.
Student reflects on
what he/she learned
from completing the
project and
modifications one
might make in the
future.
Acceptable
Emerging
Project is somewhat
creative and time has
been spent on it.
Project is of low
quality and lacks
creativity. Little time
spent of project.
Most of the required
information is
incorporated within
the project.
Project represents
good effort. Most of
the lab time used
effectively.
The required
information is lacking
or not present within
the project.
Project lacks effort.
Lab time not used
effectively.
Acceptable
5-8 pts
Selection of project is
explained. Some selfreflection is evident.
Emerging
0-4 pts
Selection of project is
not explained at all or
in enough detail.
Little self-reflection is
evident.
CONTENT KNOWLEDGE & TECHNOLOGY SKILLS RUBRIC:
Criteria
Exceptional
Acceptable
9-10 pts
5-8 pts
Industrial Revolution
Project demonstrates
Project demonstrates
Information
mastery of
new knowledge
knowledge regarding
regarding the
the Industrial
Industrial Revolution.
Revolution. Much
learning is evident.
Technological Skills
Project demonstrates
the learning of at
least two new
technology skills.
Project demonstrates
the learning of at
least one new
technology skill.
Emerging
0-4 pts
Project does not
demonstrate new
knowledge regarding
the Industrial
Revolution. Sketchy
understanding is
present.
Project does not
demonstrate the
learning of any new
technology skills.
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 6