SOCIAL STUDIES LESSON PLAN
Author: Tess Lee
Subject /Grade Level of the Class for which the unit was planned:
Unit Title: Population
Lesson Title: Connecting the past to the present and future
Unit Essential Question: The global population has reached 7 billion, how did we get here?
Unit Goal (that applies to this lesson): How did the change in technology, agriculture, medicine,
and education after the industrial revolution and in recent history affect population growth and
how do these factors still influence population?
Objective: (stated in behavioral, measurable terms. The learner will…) The learner will explore
changes in technology, agriculture, medicine, and education through a video, teacher
presentation and reading, after which they will use this information to fill out a graphic organizer
identifying how each category was changed, the affect that change had on population and an
draw an image to depict the affect.
ODE Curriculum Standard:
H.S. 20- Analyze the impact of physical and human systems of resource development use, and
management and evaluate issues of sustainability.
Common Core or NCSS Curriculum Standard (that applies to this lesson)
Time Needed; 90 minutes block schedule
Materials Needed: Coal, Steam, and The Industrial Revolution: Crash Course World
History Youtube video, PowerPoint presentation, graphic organizer, student response cards
Introduction or Hook to Engage Students: Go to worldOmeters website
Link: http://www.worldometers.info/world-population/
Procedures
Activity 1
-Start class posing the question-( display question on PowerPoint) The global population has
reached 7 billion, how did we get here?
-Have students think and free write a response 3 minutes
-Have students get into pair-share groups and discuss their predictions, walk around groups
monitoring them and writing down predictions that you want to share with class, display ideas on
projector
-Have whole group discussion about predictions, if not brought up talk about advancements in
technology, agriculture, education, and medicine
Activity 2
-Show video Coal, Steam, and the Industrial Revolution: Crash Course in World History
Link: http://www.youtube.com/watch?v=zhL5DCizj5c
-Have students take notes, stop every 3 minutes to write down main ideas
-After video have students get into pair-share group and discuss new information they learned
from the video, monitor and listen. Write down important ideas you hear students identify share
with class, have students add new ideas to notes.
*Hit on major ideas such as: steam engines lead to clearing water out of mines, which lead to
more coal which lead to more steam engines which lead to railroads and steam boats. (draw our
depiction)
*Used different forms of energy to automate production
*High wages- cheap fuel cost economically efficient for manufactures to look to machines as a
way to lower production cost
*Gave firms strong incentives to invest in technologies that substituted capital and coal for labor
(? )Ask where do we see this in our everyday lives?( ex. shopping on the internet, self checkout
stands, automated call centers, ATMs', production line machinery....)
Activity 3
-Display PowerPoint presentation to class that clearly connects advancements spurred by the
industrial revolution to advances in technology, medicine, education, and agriculture and the
connection to global population
- Use student response cards to actively engage students with agree or disagree questions and
multiple choice using A,B,C,D response
Activity 4
-Have students work independently on graphic organizer
-Monitor classroom, engage with and help students
Construction of knowledge/ higher order thinking: Students organize information
on, hypothesize, consider alternatives, set goals, plan strategies, experiment, evaluate, and reflect
on their learning.
 Disciplined Inquiry (deep knowledge and disciplinary process): Students use tools
and processes of the content area, and lessons focus on in-depth understanding of core
content.
 Collaborative/Conversational: Students work collaboratively in groups, develop
multiple perspectives and solutions, engage in substantive oral, written
communication.
 Authentic: Students work on real world tasks, do problem solving in context, share
with an audience beyond the classroom or school.
Closure: For homework write a one page reflection on how advancements in technology,
agriculture, education and medicine effected population and to choose if you belief this change
had positive or negative for the world as a whole.
Accommodations/Modifications:
 Guided notes for video
 Guided notes for PowerPoint presentation
Literacy Strategies:
 View video and recap information while viewing and take notes
 Fill in graphic organizer pulling information from notes

Write one page reflection on how advancements in technology, agriculture, education and
medicine effected population and to choose if you belief this change had positive or
negative for the world as a whole.
Assessment:
 Graphic organizer; must identify 2 ways that the category was changed by advancements
and 1 way in which it effected population growth
 Response card answers
 Classroom discussion
 Pair-share discussion
ATTACH any materials you created to use with the lesson.
Feel free to add additional components of the lesson plans; this is a suggested minimum.
Name:
Period:
Technology
Agriculture
How did the
Industrial
Revolution and
historically recent
advances change
this?
What effect did it
have on the
population?
Picture of effect
Medication
Education