Jazz Rai
Grade 9 Social Studies
Unit 1 – The Triumph of Steam
Chapter 5
Pages 128-157
Grade: 9
Textbook: Crossroads a Meeting of the Peoples
Guiding Question: What impact did the industrial revolution have on society
Unit: 1
Chapter: 5
ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815 (p. A-4)
Prescribed Learning Outcomes
(PLOs)
It is expected that students
will….
• identify factors that influenced growth and development of industry
• evaluate the effects of the Industrial Revolution on society and the changing nature of work
APPLICATIONS OF SOCIAL STUDIES (p. A-5)
• identify and clarify a problem, an issue, or an inquiry
• select and summarize information from primary and secondary print and non-print sources, including
videos
• assess the reliability, currency, and objectivity of different interpretations of primary and secondary
sources
• defend a position on a controversial issue after considering a variety of perspectives
• plan, revise, and deliver formal oral and written presentations
• co-operatively plan, implement, and assess a course of action that addresses the problem, issue, or
inquiry initially identified
Rationale:
- In this unit, students will comprehend the reasons that led to the Industrial Revolution and its implications through multiple perspectives. The first
half of the lessons are devoted to the understanding of what the Industrial Revolution was and the motives behind it. The latter remaining lessons will
address how distinct groups were differently affected by the Industrial Revolution. This arrangement allows for the students to gain an understanding
of the various viewpoints required to critically think about who lost and who gained with the Industrial Revolution.
Unit Goals:
Students benefit from a variety of assignments that allow them to demonstrate their understanding of societal and cultural issues. Students can
demonstrate their abilities to analyse critically and thoughtfully through activities such as group work, think/pair/share, essay writing and library
research.
Students will be assessed through formative and summative throughout the unit.
Final exam will be given at the end of the unit
Lesson Outcomes:
Students will:
- evaluate the effects of the Industrial Revolution on society and the changing nature of work
- assess how economic systems contributed to the development of Britain
- defend a position through various methods.
- work collaboratively with each other
Lesson
#
1
Lesson
Title
Introduction of
Unit: Industrial
Revolution
Pages 128-129
Essential/Critical
Question
 What is the
importance of
industries in our
lives?
Chapter 4
Specific Objectives
(PLOs)
 Build a healthy,
cooperative
relationship in class
 Assess the importance
of industry in our lives
as a way to view the
significance of the
Industrial Revolution
Vocabulary




Revolutions
Global
Industrialized
Global warming
Activities and Assessment
Hook: Move your butt
Activity:
Snowball- How is Industry
important in our lives?
Video 3:32 mins
https://www.youtube.com/
watch?v=3Efq-aNBkvc
Resources
-PowerPoint for
lesson
-Handout for
PPT
-blank paper for
snowball
activity.
Assessment:
Assess students’
engagement during hook
and snowball activities.
-Collect papers from
snowball activity to assess
students’ comprehension
of industries role in our
lives. To see where they are
at with their thinking and
understanding
For next class: Read pages
129-130
2
Why Britain?
Pages 129-130
 Why did the
Industrial
revolution happen
 Communicate ideas,
opinions and
arguments effectively
 Labour supply
 Capital
 Raw material
Hook:
Child labourWould you still buy an item
-PowerPoint
-Handout for
PPT
in Britain during
the 18th Century?
as a class and as a
group
if you knew it was made by
a child in a third world
country? You would get a
better price but you would
be supporting the
industries that exploit
these children.
What is better: pay more
money and know that no
children were exploited or
pay less money and save
but know that your product
was probably made in a
world country.
Activity: Students will get
into assigned groups to
discuss the question in the
hook.
They will make a list of pros
and cons of buying cheap
items.
They will present their
points of view to the class
Video: (20 mins)
http://www.youtube.com/
watch?v=d4joqYycnqM&fe
ature=player_detailpage
Handout for video
As a class we will go over
answers to video questions
Assessment: Formative
-participation during group
activity and video
-Handout for
video
questions.
Collect the group activity
assignment to ensure that
students were on task. It
will count towards
participation
Homework: Read pages
130-134(top)
3
The Agricultural
Revolution
Pages 130-134
 Impact of
enclosure on the
community
 How did new
inventions change
to way society
lived
 Make connections
between events and
their causes,
consequences, and
implications
 Draw conclusions
about an issue(s)






Strip Farming
Commons
Breeds
Fodder
Broadcasting
Enclosure
Hook: Group activity- if you
could breed any 2 animals
which 2 would you breed
and why? Groups will
present their ideas.
Need a video for hybrid
animals for hook to
properly engage students.
Activity:
Write a letter to your local
government from the point
of view of a poor family or
landowner - explain why
enclosure is bad or good for
you.
Half of the class will be
landowners and the other
half will be poor families.
Due at the end of the class
or next day if not finished.
Will be marked.
Think/Pair/Share if desired.
Assessment: Formative –
-PowerPoint
-Handout for
PPT
-Video handout
student and teacher
interactions during group
activity and video
question/answers.
Assignment will assess
critical thinking skills of
students
Summative- Activity to
hand in.
Homework – read pages
134-139
4
Economic
Revolution
Pages 134-139
 What changes did
technology bring
to Britain?
 Analyze the effects of
technology on society





Entrepreneurs
Franchise
Laissez-faire
Synthetic
Demand
Hook: What if technology
was never invented. What
would you being doing
today?
Ask students to get into
groups and write down
their thoughts. They will
present their ideas to the
class.
Spinning Mills Video (32
mins)
https://www.youtube.com/
watch?v=ssi6ZXrp2_s
Handout to be discussed
after video.
Assignment:
Explain what the textile
industry is and why it
became important in
Britain.
Think/Pair/Share
This is due at the end of
-PowerPoint
-Handout for
PTT
-Handout for
Video
class or next class
depending on the amount
of time given during class.
Assessment: Formative –
interaction and
understanding of the video
from handout and class
discussion.
Summative- Assignment.
Homework: Read pages140-142
5
Transportation:
From Market to
Market
Page 140-142
 Why was
technological
advancement so
rapid during the
industrial
revolution?
 Describe the factors
that contributed to the
change in
transportation



Market
Toll
Locomotive
Hook:
What modern technology
invention would draw a
large crowd today?
In groups discuss and
present ideas to the class.
Activity:
Why was transportation
growing so rapidly during
the industrial revolution?
Students will work alone on
the assignment and it will
be due at the end of class.
It will be summative.
Assessment: Formative
Hook activity will assess
students’ engagement.
Written assignment will be
summative.
Homework: read pages
143-145
- PowerPoint
-Handout for
PPT
6
Mechanization
and the Factory
System
Pages 143-145
 How the factory
system changed
the way goods
were produced
 Describe the factors
that led to changes in
production of goods



Cottage System
Capitalist
Supply
Hook
Turn to page 144 Figure 514 and discuss the question
posed
-PowerPoint
-handout PPT
-Textbook page
144
Activity:
What were the advantages
and disadvantages to the
cottage system?
In your opinion did the
advantages outweigh the
disadvantages?
Think/Pair/Share and write
a 1 page double spaced
explanation of the
advantages and
disadvantages and your
opinion – on whether or
not the advantages
outweighed the
disadvantages?
Assessment: Formative
-Critical thinking involved
to coming up with possible
solutions for hook activity.
Summative – written essay
Homework – read pages
147-150
7
Child Labour
Pages 147-150
 How did the lives
of children during
the industrial
revolution change
 Evaluate the impact of
child labour on society
and youth
 Child labour
Hook: (5 mins)
https://www.youtube.com/
watch?v=zF_U4VGl1Jk
Discuss video
Ask students if they have a
part time job? If they don’t,
-PowerPoint
-Handout for
PPT
ask where they would like
to work part-time.
How many would quit
school to work at that job
full time? Why or why not?
Video on child Labour
during Victorian period (15
mins)
https://www.youtube.com/
watch?v=87eVOpbcoVo
What stands out from the
video?
Activity:
As a class discuss how the
industrial revolution
changed the lives of
children. How did their lives
differ?
Assignment:
Pre-assigned groups. 4
groups of 7-8.
Each group will read the
passage on page 148 and
will be assigned 1 of 4
questions to answer on a
poster paper. The group
will present their answers
to the class. Possible
jigsaw.
Assessment: Formative
Participation during the
video and group activity
Homework – read pages
149- 150 (top)
8
Child Labour and
the Factory Act
Page 149-150

Why was it
difficult to change
the laws to
protect the
children?

Apply critical
thinking –
summarize,
analyze, question,
compare, draw
conclusion
 Mother Teresa
 Social
reformers
Hook: (3:30 mins)
Craig Keilburger
https://www.youtube.com/
watch?v=-RiUHRCK0yw
-PowerPoint
-Video
-Handouts on
video
Discuss with class.
Activity:
As a class look at the Cross
Currents on page 149 and
discuss.
Assignment:
Write a letter from an
employer’s point of view
explaining why you think
child labour is important to
the success of your
business.
Double spaced due at the
end of class or next day if
not enough class time
given.
Assessment: Formative
Ability to think critically.
Summative- essay
Homework: read pages
150-153
9
Society and
Culture
Pages 150-153

What were the
differences in
class structure
during the
Apply critical thinking –
summarize, analyze,
question, compare, draw
conclusion


Middle
Class
Upper
Class
Hook:
Page 151 Class Structure.
What point is the artist
trying to make?
-PowerPoint
-Handout for
PPT
-Handout for

industrial
revolution


Lowermiddle
Class
Working
Class
Poor Law
Assignment: Summative
Students will have a poster
to chart the differences
between the
Upper/Middle/Working
classes.
They have the remainder of
class to finish the
assignment.
Video
-Handout for
assignment
-Textbook page
151
Homework: Read pages
152-153
10
Population on the
Move
Pages 155-156
Apply critical thinking –
summarize, analyze,
question, compare, draw
conclusion


Hook (4 mins)
Land
Speculators https://www.youtube.com/
Clearances watch?v=DiEQ4ZAB5NA
-PowerPoint
-Handout for
PPT
-Rubric
Activity:
Library research for
assignment.
Pick a class and discuss how
the industrial revolution
impacted their lives.
Can be a poster, a diary,
journal, or a letter to the
local newspaper.
-Class will have one week
to finish assignment.
______
11
_______________
Conclusion
Page 157
__________________
Do a review for
Chapter 5
______________________
________________
Discuss Rubric expectations
with class
______________________
Play Jeopardy and allow
class time for final
assignment
_____________
Handout review
questions
12
Unit test
Exam - Multiple choice and short answer