Professional

Development
Portfolio
SIGNATURE ASSIGNMENT
MAX LEAF

Max H. Leaf
Max.Leaf@asu.edu 1107 South Hazelton Lane, Tempe, Arizona 85281 (480) 201-2652
SUMMARY
Motivated and caring education student with the desire to teach full time special education. Seeking job with
Teach for America.
EDUCATION
Bachelor of Arts in Education, Secondary Education (History)
May 2017
Arizona State University, Tempe, Arizona
GPA: 3.74
Deans List: Fall 2015, Spring 2016, Summer 2016
TEACHING EXPERIENCE
Special Education One-on-One
Fall
2016
Mesa High School, Mesa, Arizona

Provide individual support to students who are not able to fully take care of themselves

Assist in supervisory responsibilities inside and out of the classroom, especially lunch, homework,
and bathroom needs

Meet with parents to understand the values and goals of the students as well as the family
Special Education Teaching Assistant
2016
Mesa High School, Mesa, Arizona

Worked with 20 students to achieve goals laid out in IEPs

Aided with teaching students how to write their names, and phone numbers

Assisted Lead Teacher in carrying out lesson plans and keeping students involved

Planned activities to increase motor skills and develop cognitive abilities

Helped multiple students with feeding and bathroom needs

Spring

Middle School History Internship

Spring 2016
Fees College Prep Middle School, Tempe, Arizona

Developed lesson to teach 7th and 8th grade about World War I

Created Worksheets and exit tickets to determine student knowledge of subjects

Engaged students during group work to keep them on task and ensure understanding
High School History Internship
Fall 2015
AAEC Early College High School, Paradise Valley, Arizona

Worked with students individually and in groups with classwork/homework

English as a Second Language Classroom Assistant
Fall 2014
Compadre High School, Tempe, Arizona
CERTIFICATIONS
Child and Adult CPR and First Aid, American Red Cross
2016 Current
Fingerprint Clearance Card, State of Arizona
2015 Current
SKILLS
Excellent Verbal and Written Communication
Proficient in Microsoft Office Applications
Demonstrated Organization and Time Management
Proven Classroom Management and Control
References
Andrew Smith MOID Individual Instruction Mesa High School
(989) 721-7162

March
June

Ajsmith2@mpsaz.org
Phil Collins 6th Grade Social Studies Altadena Middle School
(480) 541-6100
pcollins@kyrene.org
Jayme Peterson Student Teacher / Instructional Aide Mesa High School
(480) 555 -5486
jpeterson@mpsaz.org

"The principal goal of education in the schools should be creating men and
women who are capable of doing new things, not simply repeating what
other generations have done; men and women who are creative, inventive
and discoverers, who can be critical and verify, and not accept, everything
they are offered." (Piaget, 1968)

Students will be asked thought provoking questions to engage in

critical thinking
Students will participate respectfully in classroom discussions which

will teach the fundamentals of arguments

Students will learn to use facts and evidence as resources
We will learn, discuss, and demonstrate the importance of diversity
I promise to incorporate different teaching styles for different learners
We will learn how to develop critically thinking skills that will be of use

for you in the future

Life Lessons- Life is important so we will learning how past historical
events shape our lives today

September 21, 2016

Hello Families,
It is with great pleasure and honor that I am your students eleventh grade
American History teacher. I wanted to send out a letter to the families in
order to introduce myself and a bit on my teaching philosophy. I was born in
Minnesota and lived there until I was about ten years of age. This is when
my family moved to Arizona for my parents occupation. I have lived in the
Chandler/Tempe region ever since and even went to school there. I
graduated from Corona Del Sol High School in 2010, and then I moved to
Flagstaff to start my college career. After a couple years at Northern Arizona
University I moved backed to the Valley and attended Mesa Community
College, and Arizona State University. ASU is where I received my degree
from, a bachelors degree in secondary education in history. I have had
nothing but positive experiences working in the education field and I am
excited for a new one to begin!
As a teacher, I have the same goals for every single one of my students. I
want them to be able to have a better understanding of History, learn to
question things they learn, and to realize that they are able to achieve
anything if they are willing to work for it. My goal is to provide my students
will the skills they will need to be successful in the real word, and I will
achieve this goal by any means necessary. It is my strong belief that no two
students learn the same way. Some students need visuals, while others need
to see words or numbers. I support Gardner's theory of Multiple
Intelligences, and practice it frequently in my lessons. When students leave
my class they will have a better understanding of history, but more
importantly they will understand why it was important, how it impacts them
today, and how it might affect them in the future.
I understand that as parents and guardians you all are very busy and have
lives of your own. However as a personal favor to me please try and spend
some time with your students discussing school both the good and bad
things. If the students are able to connect school to multiple aspects in their
lives it makes learning not only easier but much more fun. Please email, or
call me when you get this letter and let me know a little about you and your
student. What is your home life include? Are there anything specifics that I
should know about your or your student? Is there anything that I can do to
make sure your student is more successful in my classroom? If you could
just take a few moments and answer these questions and please feel free to
include anything else that would help me with this. Establishing connections
is a big deal in education, so as your students teacher I not only want to

create a great relationship with my students, but their parents as well.

Never hesitate to contact me with questions or concerns.
Sincerely,
Max Leaf
11th Grade American History
Arizona High School
(480) 568-8647 X 4455
Mleaf1@asu.edu

Tim and Elly Smith

Julian Smiths Parents
1156 West 64th Street
Phoenix, Arizona 85040
September 21, 2016
Dear Mr. and Mrs. Smith,
I am contacting you regarding Julians behavior over the past three weeks.
As you know I have called you and your wife on multiple occasions
concerning Julians constant defiance for the rules and safety of others, yet
the issue still seems to be worsening.
Over the past two weeks Julian has arrived late to class every day except for
the day that I walked to English (which is his class before mine) to make sure
he would get to my class in an orderly fashion. He walked with me was quiet
and we made it in plenty of time. However the next day and the week after
that it was the same problem, him strolling into class late for no reason.
Now, if it was just a fact of being tardy I would not be writing a letter home.
It is his other behaviors that are really concerning me. On top of his
tardiness, his grades are starting to drop. He was at an 86% however now
he is sitting at a 69%. His participating in class in next to nothing, and when
he does contribute it is mostly negative comments that are offensive and
often halt good classroom conversation. Julian is usually one of my most
productive students, and I know it is not a lack of understanding because the
work he is doing is great work.
I wanted to write you to see if there was maybe something going on in his
life outside of school that was impacting this new behavior. I used to be in
high school one time and I can relate to the different pressures and hardships
that you face at this age. However, I want him to understand that whatever
may be going on he is not alone. I am here for him, and the school also has
counseling services if needed. Please let me know if you would be interested
in sitting down and having a talk about this, or a phone call would also work
if you are unable to sit down with me.
Sincerely,

Max Leaf
11th Grade American History
Arizona High School
(480) 568-8647 X 4458
Mleaf1@ASU.edu

Max Leaf
1107 South Hazelton Lane
Tempe, Arizona 85281

Jeff Ruff
Principal
Arizona High School
4789 West School Avenue
Chandler, Arizona 85226
Dear Jeff Ruff:
As an education major with more than half a decade of schooling at my disposal,
I feel that I would be a great addition for your history department at Arizona High
School. The purpose of this letter is formally ask for an interview for a teaching
position at your school. I strongly believe that after we sit down and discuss
lesson plans and curriculum you will be very satisfied.
I would consider myself culturally diverse and this can be used to my advantage.
I understand that students all have unique upbringings and that they are all
different. The difference between most teachers and myself is that I do not
teach my lesson to the class. My class teaches the lesson. This means that I
make lessons large so they have breathing room, which allows students to really
experiment when it comes to learning. This does three major things. First, it
allows the students to be creative and really show their talents and abilities
within school. Second, it teaches the students that everything is not only black
and white. Third, it creates a safe and fun learning environment where everyone
feel comfortable to share with everyone else. My lessons will include different
topics where students may have varying ideals and opinions and will learn to be
able to discuss openly and encouraging them to question everything. These

exercises will dive into the past and shape their critical thinking skills. Seeing as
your school is a Title I, I believe this strategy to fit will with the students and
the overall program.
I have great recommendations as well as real experience in the classroom. I may
be seen as a first year teacher however I am far from that mentality. My
experiences through internships, student teaching, as well as my position as an
instructional aide have prepared me for the next step. I will succeed in all of my
duties because my students learning is of the upmost importance to me. Thank
you for your time and please contact me at your earliest convenience.

Sincerely,
Max Leaf

American History Course Syllabus

2015-2016
Mr. Leaf
Well Done is Better Than Well Said Benjamin
Franklin

Course Description:
American History is the junior year capstone class for social studies. This
class focuses on the foundation of the United States of America. This will
also include the social, political, and economical aspect of the U.S. over the
past three hundred years. More specifically we will be looking on the
creation of the Constitution paved the way for democracy. In this class it is
my goal to teach every one of the students critically thinking skills. These
skills will be utilized in the classroom to contextualize our thinking
throughout history, but more importantly these skills will be used in the real
world.
Goals and Objectives:
This class will give the students better knowledge of the past and how it is
significant today. Students will learn about important historical characters
that have helped/hindered the process that the United States has gone
though up until today. Most importantly students will develop the necessary
critical thinking skills to be able to contextualize their thinking. These
critically thinking skills are skills that will be used in other classes as well as
in the real world.

Instruction:
I am a big proponent of switching things up, especially my instruction. There
will be multiple different ways that I may teach certain information to the
class. There are a few listed below to give you a better idea of what to
expect.
Lectures
Discussions
Group Work
Individual Work
Hands on Activities
Films
Assignments:
All assignments are due on the date posted. You have until the end of the
day to turn in your homework unless otherwise specified. The proper
heading for any assignment turned in includes first and last name, the date,
your period, and the assignment name. Failure to properly include the
heading will result in a loss of points. If assignments are written, the student
must make sure their writing is legible, and their grammar is correct.
Missing Assignments:
If a student is absent for any reason they have as many days as they were
absent to complete the missing assignment. For example if you are absent
for two days, then you have two days to make up the missing work. It is the
students responsibility to get the missing assignments from the weekly
materials folder in the back of the room, as well as any notes or warm ups
they may need from their peers. If you have any questions DO NOT
HESITATE TO ASK ME for clarification. If you need extra assistance it is
your responsibility to meet with me before or after school or during lunch.
You also should utilize your history resources and use the study sessions that
are available during lunch and after school. It is the STUDENTS
responsibility to make up the work they missed, I will not personally seek you
out to give you missing work!
Quizzes/Tests:
At the end and sometimes in the middle of units quizzes and tests will be
administered to check for understanding. Quizzes will be used in the middle
of units, and will consists mainly of multiple choice questions. The tests will
be at the end of the units and will include critical thinking questions, as well
as a variety of other types of questions.
Late Work:
As stated before you have until the end of the school day to turn in your
assignments unless otherwise specified by the teacher. If you miss any
school days you have the same number of days missed to finish the work
you missed. Every day that an assignment is late 10% is deducted from the
total automatically.
Attendance:

This class is going to be heavily participation based. On a daily basis I will

ask for your thoughts and opinions or specific scenarios. This maybe a class
discussion, group discussion, or even individual reflection. No matter what
the source of discussion it is vital for you to be in attendance so you will not
miss out on anything. Tardiness is also not going to be accepted, you have
ample time to get from class to class if you need more come discusses it with
me. Otherwise if you are tardy more than twice it is going to affect
your grade. SEE STUDENT HANDBOOK IF MORE GUIDANCE IS
NECESSARY.
Grades:
Grades are based on a full year system. Every assignment or activity has a
specific point value attached. Homework is always due by the end of
the day. I understand that sometimes things happen and you forget or are
unable to do it the night before, if that is the case you have until the end of
the school day to turn in the assignment for full credit. If the work is not
turned in the day it is due it is considered late. Extra credit may be available
throughout the semester, it is up to the teacher. The grading scale breaks
down as follows:
A = 90 100%
B = 80 89%
C = 70 79%
D = 60 69%
F = 59% and
below
Final Grades:
40%
Semester 1
40%
Semester 2
20% Final
Exam

Classroom Rules:

My number one rule in my classroom is everybody love everybody, or if you

need a more solid word Respect. We are all people from different
backgrounds with different experiences and upbringings. My goal is for you
to learn history, but at the same time to learn about culture while doing it.
History is not yes or no, or right and wrong. It is a very complex subject that
has multiple viewpoints to it. In this class we will be looking at things from
multiple viewpoints in order to better understand certain situations. BRING
A POSITIVE ATTITUDE TO CLASS, OR ELSE! (We wont have as much fun
as we could!)
Electronic Devices:

We will be using laptops and cell phones to participate in certain activities

throughout the semester. However this does not mean that you can be on
your phone, listening to music, or browsing the web during class time. If an
opportunity presents itself where the use of technology will be helpful then
the teacher will make that call. Otherwise I expect to not see any devices
out during class, or else they will spend the day in Mr. Leafs desk.
Restrooms:
You will be given a sheet with bathroom passes on it for each quarter. If you
do not use the passes you will receive some extra credit for them. If using a
pass, wait for an appropriate time to approach the teacher to ask, then sign
out and take the hall pass with you. Please try and hurry back so you do not
miss too much!
Academic Dishonesty:
Cheating is absolutely unacceptable under any circumstances. This
includes plagiarism and copying homework and class assignments. You and
the other person (when applicable) will both receive a zero for the work and
your parents will be contacted. If there is a second offensive there will be an
immediate office referral.
Student Expectations:
This is not going to be a class where students just come in and sit down to
take notes or listen to me talk. This is going to be a class that requires
critical thinking, participation, and the ability to discuss with people that
have opposing viewpoints. We are going to talk about controversial topics,
and I promise you that someone will say something that you do not agree
with. However that is what is so great about the Land of the Free, we can all
have different opinions. How you back up those opinions is what really
matters. It is the students responsivity to come to class prepared with
materials and an open mind. If nothing else the students number one
priority is to respect and value the opinions of their peers.
Suggested Materials:
PLANNER
Spiral Notebook
Writing Utensils Pencils, pens, highlighters, colored pencils, etc.
3 Ring Binder
Parent Contact:
Parents, please email me at mleaf1@asu.edu for your child to receive 5
points of extra credit. Not only does this help out your student, but it opens
up an initial line of communication between us. I like to keep in contact with
parents regarding school events or student information. Please include the
following in your email to me:
Your name and spouses name if applicable
Name of your child
Your relationship to the student (Ex. Mother, Father, Grandmother,
Guardian)

Best phone number to reach you at and during what times

Anything that you think I should know to facilitate a better learning
environment for your student

Feel free to contact me whenever you feel necessary, email is the best
contact mleaf1@asu.edu However if you would like to talk to me directly you
can reach me at (480) 555 5555 Ext. 5555.
The syllabus is subject to change at the teachers discretion.
Please read through the syllabus carefully and sign and return the bottom
portion to Mr. Leaf at the end of the first week of class. By signing this paper
you are agreeing that you read the syllabus and agree to follow the class
procedures and rules. Parents are agreeing that they have also read and
understood the syllabus and understand their students expectations.

Student

Date

Parent/Guardian

Date

I want YOU to return this syllabus agreement!

Professional Development Plan Max Leaf

Short Term Development Plans One Year
Courses:
SOST 1001: Using Primary Sources in World History 3 Professional
Development Hours

SOST 1005: Developing Historical Think Skills - 3 Professional

Development Hours
INST 342: Teaching with Primary Sources from the L.O.C. - 45
Professional Development Hours
SOST 1021: Women in American History - 3 Professional Development
Hours

Seminars:
The American Civil War: Origins and Consequences - Gary W.
Gallagher
Explore the key topics of the Civil War, including the central role of
slavery, how military and civilian affairs intersected, and how
Americans have remembered the conflict.
United States Foreign Policy since 1898 Jeremi Suri
Examine the historical development of American foreign policy from
the Spanish-American War through the contemporary war on terror,
with a focus on issues such as national security, imperialism, and
nation-building.
Effectively Dealing with Disruptive Students: Practical, ClassroomProven Techniques Ernie Chapin
A variety of ideas for working successfully with angry, defiant,
unmotivated, and difficult students. Powerful, classroom-proven
techniques for successfully dealing with disruptive students. Dynamic
strategies for teaching defiant students and techniques for dealing
with disruptions while maintaining your dignity and classroom
authority. Highly effective methods for improving students attitudes.
Professional Organizations:

American Association for State and Local History

American Society for Environmental History
Center of History and New Media

Long Term Development Plan Five Years

Masters Degree Special Education Arizona State University

MEd in Special Education Reading Endorsement

Courses:

SOST 502: Bridging World History: A Special Collection from Annenberg

Learner 45 Professional Development Hours
SOST 1011: Developing Chronological Reasoning Skills 3 Professional
Development Hours
Reaching All Learners: Common Core Tests for Students with
Significant Cognitive Disabilities
Helping At-Risk Students Develop Literacy Skills

Joining Forces: Tapping Teacher Specialists to Serve All Students

Overview

After the first year of teaching I plan to strengthen my historical

knowledge by taking professional development classes hosted by PBS.
These courses will strengthen my knowledge in American and World
History. I will also be attending seminars regarding American History
and classroom management. I will also be joining three professional
historical organizations. By joining these organizations I will
continually be receiving historical information from different sources on
teaching history, which I can apply in my classroom. I will also take the
time to rewrite any lessons that did not go according to plan.

For years two and on I plan on getting more involved in school

activities and the community. This involved trying to attend sports
games, club activities, and help with fundraising. I plan on joining the
Best Buddies Club and incorporating the club into my classroom. I also
want to help coach the hockey team. These two activities can
strengthen my presence in the community as well as at school. I will
continue to take professional development courses in history, as well
as take professional development in special education. I will also be
pursuing my Masters in Special Education. I will be splitting my course
load to teach both history and special education. I believe that
teaching these two courses will broaden my horizons and make my
teaching skills cover a wider variety of students. I plan to always
continue my professional development and stay up to date with the
best teaching practices.

APPENDIX

Industrial Revolution
10th & 11th Grade
World History
Max Leaf

STAGE I GOALS

Unit Overview:
Before the Industrial Revolution India and China did more than fifty percent
of the worlds manufacturing output, which was mostly silk and cotton
textiles. After the creation of the steam engine to harness the power of coal,
things took a dramatic shift. This first started happening in Europe, and then
quickly spread elsewhere. The world was witnessing the development of
growth in cities, which is what we refer to as urbanization. The world
population more than doubled during this time because of food being more
readily available, discoveries of new medicines, as well as an increased birth
rate. Businesses changed from human labor to using machines that would
be more productive. This led to many different social issues including, child
labor, labor laws, unions, and immigration. Although the Industrial
Revolution made goods and services easier to attain, as well as a better
standard of living for some, it also had terrible working conditions and living
conditions for the new working class.
Enduring Understanding:
The Industrial Revolution was a huge change in social and economic
organization around the world. This change was due to large scale industrial
production which also led to urbanization.
Essential Question:
What was revolutionary about the Industrial Revolution?
Key Concepts:

Urbanization - The process by which towns and cities are formed and
become larger as more and more people begin living and working in
central areas.
Industrialization - The large
scale introduction of manufacturing, advanced
technical enterprises, and other productive economicactivity into an ar
ea, society, country, etc.
Immigration - The action of coming to live permanently in a foreign
country.
Capitalism An economic system in which investment in and
ownership of the means of production, distribution, and exchange of
wealth is made and maintained chiefly by private individuals or
corporations, especially as contrasted to cooperatively or state-owned
means of wealth.

Socialism - A theory or system of social organization that advocates

the vesting of the ownership and control of the means of production
and distribution, of capital, land, etc., in the community as a whole.
Communism - A system of social organization in which all economic
and social activity is controlled by a totalitarian state dominated by a
single and self-perpetuating political party.
Anarchism A doctrine urging the abolition of government or
governmental restraint as the indispensable condition for full social
and political liberty.
Modernism - A deliberate philosophical and practical estrangement or
divergence from the past in the arts and literature occurring, taking
form in any of various innovative movements and styles.
Nationalism - a feeling that people have of being loyal to and
proud of their country often with the belief that it is better and
more important than other countries
Working Class The social group consisting of people who are
employed for wages, especially manual or industrial work.

Additional people and events:

Also

Adam Smith
Karl Marx
Andrew Carnegie
John D. Rockefeller
Edmund Cartwright
George Stephenson
Samuel F.B. Morse
Charles Darwin
James Watt
these inventions:
Steam Engine
Power Loom
Spinning Jenny
Railroad
Cotton Gin
Telegraph
The Bessemer Method
Vaccines
Sewing Machine
New Lighting (Thomas Edison)

Standards:
Arizona Standards for Social Studies:
SS22 World History/Geography
Analyze the social, political, and economic development and impact of
the Industrial Revolution:
A. origins in Englands textile and mining industries
B. urban growth and the social impact of industrialization
C. unequal spread of industrialization to other countries
D. political and economic theories (nationalism, anarchism, capitalism,
socialism)
S2C6-PO6:
Analyze the social, political, and economic development and impact of
the Industrial Revolution:
A. the transition from hand-made to machine-made goods)
B. origins in Englands textile and mining industries
C. the invention of the steam engine
D. urban growth and the social impact of industrialization child labor,
labor laws, unions, transportation (railroad), immigration, factory
system
E. unequal spread of industrialization to other countries
F. political and economic theories (nationalism, anarchism, capitalism
[Adam Smith], socialism, communism [Karl Marx])
S4C4-PO1:
Interpret population growth and demographics (e.g., birth and death
rates, population growth rates, doubling time and life expectancy,
carrying capacity)
S4C4-PO5:
Analyze the development, growth and changing nature of cities.

Objectives:
1. Students will be able to explain the importance of transiting from hand
made to machine made goods

2. Students will be able to identify the origins in Englands textile and

mining industries
3. Students will be able to justify the importance of the steam engine
4. Students will be able to differentiate between the different economic
theories (Nationalism, anarchism, capitalism, socialism, and
communism)
5. Students will be able to defend the unequal spread of industrialization
to other countries
6. Students will be able to interpret the new social laws created during
this time
7. Students will be able to examine the different reasons for population
growth during this time
8. Students will be able to analyze the development, growth and
changing nature of cities
9. Students will be able to recall the different theorists of the time (Marx,
Smith, Etc.)
10.
Students will be able to list the important inventors with their
inventions
11.
Students will be able to describe the different working conditions
for men, women, and children
12.
Students will be able to analyze the movement of people from
suburban areas to urban areas

Stage II Assessments
Formative Assessments:

Discussions: After every two days of instruction the teacher will hold
a discussion on the previous days lessons. It will consists of whole
class sharing, shoulder partner sharing, and even group sharing. The
purpose of this will be to check for understanding, as well as questions
or concerns the students may have regarding the Industrial Revolution.
It will also require the students to think critically, as well as make
connections to their own lives. After every session the teacher will
bring the class together and discuss any concerns or
misunderstandings that any student might have had. This will cover all
objectives present in this lesson.
Quizzes: There will be two quizzes given over this lesson to check for
understanding of the unit. These quizzes will be given at the end of
each week, regarding that weeks lessons. This will be a measurement
of each individual student. Then the teacher will be able to see the
scores and adjust the next days lesson accordingly. These quizzes will
cover all objectives present in this lesson.
Entry/Exit Tickets: On a daily basis students will have two different
writing prompts to respond to. First will be the entry ticket, the

students will come into class and write what they learned from the
previous day and how that might apply to them right now. Then at the
end of class the students will do an exit ticket. The exit ticket will
consist of different prompts (What were three things you learned from
todays lesson, What questions might you have that were not covered,
What might have happened if the world didnt go through the industrial
revolution, etc.) The teacher will review these responses and address
any concerns during the discussions. The different responses will all
cover the objectives present in this lesson plan.
Achievement Test:
There will be a final test given at the end of the unit which will cover all of
the twelve objectives above. The unit test will be worth thirty percent of their
grade for this unit. This test will have three parts to it, and will be broken up
as follows:
1.) Part one will consist of twenty five multiple choice questions. This part
of the test will require students to recall specific information, and be
able to differentiate between different prominent people (Andrew
Carnegie, John D. Rockefeller, Charles Darwin, etc.), social policies
(Capitalism, Socialism, Communism, etc.), as well as working classes.
They will also be required to recall specific events, as well as
vocabulary that are relevant to the Industrial Revolution. This part will
cover all of the objectives, and will be worth thirty percent of the test.
Ex. Which of the following factors did NOT help start the Industrial
Revolution in Great Britain?
A.) There was an abundance of raw materials
B.) There was an increasing population
C.)There were rivers for transportation and waterpower
D.)There was a large upper class to work in the factories
1.) Part two will consist on short answer and fill in the blanks. Students
will have to recall information from the unit in order to fill out these
questions. Fill in the blanks will consist of different vocabulary words
from the unit, as well as different inventions. Short answer questions
will ask the students to describe the different social policies in more
depth. They will be asked why these different inventions were
important as well as what might happen without these new inventions.
This part of the test will cover objectives three through seven, and will
be worth thirty percent of the test.
2.) The last part of the test will consist of two essay questions. These
questions will demand critical thinking as well as challenge the
students to recall important information from the unit. The first
question will be, What is urbanization and how did it affect the

Industrial Revolution in positive, and negative ways? Explain. The

second question will be, What is the significance of the Industrial
Revolution on a global scale? These two questions can demonstrate an
understanding of the Industrial Revolution, as well as cover all of the
objectives present in the unit. This section will be worth forty percent
of the test, twenty percent for each question.
Performance Assessment:
The performance assessment will start at the beginning of the unit. Each
student will be selected to be a different person from the Industrial
Revolution. These roles will include, factory workers, children, women, upper
class, middle class, working class, salves, people of significance during this
time, etc. Each student will have to conduct research of his/her own person
during this time. The information that they should be looking for is their
lifestyle, where they worked, how much they worked, how much they were
paid, the conditions they lived and worked in, anything that is relevant to this
person they will need to know.
Towards the end of the unit the teacher will hold a Socratic seminar where
the students will be representing their individual they were assigned in the
beginning of the unit. This seminar will demonstrate to the students how
different people lived during this time as well as different points of view each
individual will have. A few questions to start off the seminar may include:
There is a new factory opening in your town with no factory currently
present. You have seen what the Industrial Revolution has does to the
economy and people in Europe. What are your thoughts on this coming to
America where you are currently living?
Would you rather be living in the North or the South during this time?
Has this massive change across the globe been beneficial or harmful to you
and your family?
After everyone has responded at least once (hopefully more with time
permitting) the students will then be asked to reflect on the activity. They
will be asked to write down anything that caught their attention, perhaps a
new perspective they never thought about, a policy that may be beneficial
and harmful at the same time, anything them found interesting or important.
They will then be able to answer, What was revolutionary about the
Industrial Revolution? with multiple perspectives as well as more than
enough knowledge from the different lessons.
It covers GRASPS by giving the students the GOAL of being able to argue
their different points of view. They have different ROLES that were present

during this time. The other students are the AUDIENCE for the seminar as
well as participants. It provides the students with multiple SITUATIONS that
may occur during the Industrial Revolution, and asks them to think critically
about each one. This is a real world PERFORMANCE that all students must
participate in. Finally it is aligned to the common core and Arizona
STANDARDS regarding the Industrial Revolution. This Socratic seminar will
cover all of the objectives present in the unit.

Stage III Learning Goals

Da
y

Historical Topic(s)

Unit
Objectiv
e(s)

Activities

Assessments

Da
y1

Hook Activity for the

Industrial Revolution/
Origins of the
Industrial Revolution

1,2,3

Collect all
electronics
before the
students enter
the room; have
different stations
ready for child
labor and
handmade
goods Introduce

Participation in
all stations as
well as group
discussion
Exit ticket for
how the
Industrial
Revolution has
affected them

Da
y2

Industrialization

5,6,7,11,
12

Da
y3

Social Impact of
industrialization

4,6,7

Da
y4

Da
y5

Inventors and
Inventions during the
Industrial Revolution

Urbanization

2,3,10

5,6,7,11,
12

to the students
the historical
significance of
the industrial
revolution and
discuss how it
has directly
affected them
Video lecture on
Revolutions of
Industrialization

Lecture on laws
and society
during the
Industrial
Revolution
(Labor laws,
womens rights,
unions,
immigration etc.)
Gallery Walk of
Inventors/Inventi
ons

today

Students will
take guided
notes from the
presentation.
There will also
be a class
discussion
after regarding
industrializatio
n
Notes during
the lecture
Exit ticket
Five facts from
the lecture

Students must
pair the
correct
inventors with
their creations
Students will
write about
what they
believe is the
most
significant
invention
Notes on the
video

Watch
Urbanization &
Other Effects of
the Industrial
Students
Revolution: Social participating
and Economic
in The Urban

Da
y6

Population growth
and demographics

8,12

Da
y7

Political and
Economic theories

4,9

Da
y8

Was the Industrial

Revolution more
Beneficial to Our
Society or Harmful?
Industrial Revolution
The Pros and Cons
for Everyone in Your
Town

1,6,8,10,
11,12

Industrial Revolution
Unit Exam

1-12

Da
y9

Da
y
10

1-12

Impacts

Game

The Urban Game

Discussion on
urbanization
and how it
affects your
person
Mid Unit Quiz

Worksheets for
Population and
Demographics
Lecture on
Industrial Age
Economic
Theories
DBQ Assignment

Socratic Seminar
Students are
given a person
from the
Industrial
Revolution at the
beginning of the
unit; Now the
class must
discuss questions
provided to
them, and how it
effects them as
that person
during the
Industrial
Revolution
Exam

Class
Discussions
DBQ
Assignment
Student
Participation

End of Unit
Exam

Catalog of Lessons:
Day 1: Unit Hook & Origins of the Industrial Revolution
Unit Objectives: 1, 2, 3
Activities:

Unit Hook
o When students enter the classroom they will be instructed to
leave all electronic devices by the door. This is 18th century
Europe and the students are going to go to work.
o The class will be divided in to four stations, or four different jobs.
The first job will be weaving or creating cloth by hand. To
demonstrate the difficulties of hand made materials. The second,
picking cotton seeds out or raw cotton. This illustrates the hard
manual labor during this time. The third will be mining coal
where the students will have to figure out how to mine coal
(large rocks) from one area of the room to the other. This will
demonstrate the hardships of having to move heavy items as
well as how to mine when water is filling up the mine. Lastly the
fourth station will be chimney sweeps. Where students will put
on a mask that slightly restricts breathing as well as eyesight and
will have to clean various chimneys (large PVC pipes coated
with peanut butter)

These activities will all represent hard jobs that children their age
might have been doing before the Industrial Revolution. It
demonstrates the difficulties of everyday life before machines started
helping in the work place.
During the activities the teacher will be walking around to each station
and assessing students participation as well as discussing the
difficulties of each task they have to perform. Then after conduct a
discussion with the class about the differences of jobs from the
Industrial Revolution and today.

Origins of the Industrial Revolution

Industrial Revolution (7 Min) https://www.youtube.com/watch?

v=JhF_zVrZ3RQ
Industrial Revolution (3 Min) http://www.history.com/topics/industrialrevolution
Working Conditions http://www.schoolshistory.org.uk/IndustrialRevolution/workingcondition
s.htm#.VxLBmEyDFBc
o These videos discuss the origins of the Industrial Revolution in
both the textiles and mining industries. This gives the students a
start on where the Revolution started as well as some
background on what life was like beforehand. Students will take
notes on each collecting evidence on the importance of mining
and textiles during this time. This is short article to review

quickly with the students about the working conditions and a few
of the laws that were enacted during the Industrial Revolution.
These three sources will give the students a small glimpse of
what is to come throughout the unit.
Assessment: Exit Ticket
Students will produce an exit tickets that discuss how the Industrial
Revolution has directly affected them in todays society. (Ex. Child labor
laws, mass production, clothing, mining, etc.) This ticket should be no more
than five sentences and not less than two.
Day 2: Industrialization
Unit Objectives: 5, 6, 7, 11, 12
Activities: Watch Ways of the World: A Brief Global History with Sources
Revolutions of Industrialization. This is a video lecture summary from Robert
Stayer. It has great information not only about industrialization but it will
also lay the foreground for work to come throughout the unit.
Video: https://www.youtube.com/watch?v=Ch1Dkab2lms (only play the first
17 minutes)
Assessment: Students will fill out a guided video notes sheet to ensure they
are getting all of the proper information. This will also keep students on task,
because the notes will be worth points.
Day 3: Social Impact of Industrialization
Unit Objectives: 4, 6, 7
Activities: Teacher will ask the students to recall the first day of the lesson
when they were required to do those hard and tedious jobs. This will be the
introduction for different social laws that were put into place during the time.
The lecture will focus on child labor, womens roles, unions, as well as
immigration.
Assessments: Students will be asked to complete an exit ticket before
leaving. The students must include five things that they learned for the
days lesson.
Day 4: Inventors and Inventions
Unit Objectives: 2, 3, 10

Activity: Teacher will hand out a sheet with a word bank of different
inventions and inventors of the time. Throughout the class room different
stations will be set up with replicas of inventions (when available) or pictures
of these inventions as well as descriptions for each of them and their
inventors. The students must figure which inventor invented each product
as well as the products significance of the time.
Assessment: After they complete these tasks the students will each pick one
invention that they believe is the most significant and write a paragraph
about why they chose this invention, and the significance it has had
throughout history.
Day: 5 Urbanization
Unit Objectives: 5, 6, 7, 11, 12
Activities:
Teacher will start the class by discussing urbanization and telling the
students what it means.
One of the defining and most lasting features of the Industrial Revolution
was the rise of cities. In pre-industrial society, over 80% of people lived in
rural areas. As migrants moved from the countryside, small towns became
large cities. By 1850, for the first time in world history, more people in a
countryGreat Britainlived in cities than in rural areas. As other countries
in Europe and North America industrialized, they too continued along this
path of urbanization. By 1920, a majority of Americans lived in cities. In
England, this process of urbanization continued unabated throughout the
19th century. The city of London grew from a population of two million in
1840 to five million forty years later. (Hobsawm, Industry and Empire 159).
Discussion: What is good about urbanization? What is bad? Why? Have the
class discuss with partners for a few minutes then discuss as a class and
compare the different answers.
This will be a lead up to the video on Urbanization & Other Effects of the
Industrial Revolution: Social and Economic Impacts.
During the video the students will take notes from the video with important
facts that they believe are crucial for urbanization as well as other social and
economic impacts. The students must come up with at least ten important
facts from the video.
The Urban Game

Each student should have a large piece of butcher block paper (15x20).
They should use a pencil for this activity (color pencils are optional). Using
the template provided, each student should make their own template. It is
crucial that size for each of the characters in the city be the same. As you
read each of the Rounds, your pace should increase so that by Round 15 the
students will only have a short time to draw their buildings. (The Urban
Game Instructions)
Round by round years pass and you must adjust your city accordingly to
what the teacher instructs you to do. It takes the students from 1700 rural
England to 1850 industrial England. It is a rapid pace game that
demonstrates how quickly population, industry, and production can occur. It
also demonstrates the downsides of urbanization like using all the resources,
poor living conditions, and poor working conditions. It keeps the students
engaged because they are performing hands on activities and they must be
paying attention in order to know what to do next.
The Urban Game - http://www.thecaveonline.com/APEH/TheUrbanGame.htm
Assessment: Students will turn in their urban cities for participation.
Day 6: Population Growth and Demographics
Unit Objectives: 8, 12
Activities:
Students will work in groups to examine and explore the population growth
and the demographics during the Industrial Revolution. The teacher will talk
about a few of the factors that made these changes, and have the students
conduct independent research with their group.
Demographics of the Industrial Revolution http://lhs.walton.k12.ga.us/new/Teachers/SS
%20StudyGuides/APWorldHistory/World%20History%20Lesson
%2064%20%20Social%20Impact%20of%20Industrialization
%20Demographics.pdf
Population http://www.bbc.co.uk/bitesize/ks3/history/industrial_era/the_industrial_revolut
ion/revision/3/
Assessment: Students will take mid-unit quiz on the Industrial Revolution
(See Attached)
Day 7: Political and Economic Theories

Unit Objectives: 4, 9
Activities:
Teacher will lecture using the Economic and Social Theories PowerPoint.
(Attached below) These different theories cover multiple objectives and gives
the students an idea of how different places in the world operate differently
from others. Students will take Cornell notes and actively participate in the
discussions below:
What would be different about our society if we had these types of
governments? Socialism, Communism, Nationalism, Anarchism. Give the
students three to five minutes to discuss with a shoulder partner each of the
different theories. Bring the class back together as a group and find
common factors that everyone may agree with as well as disagree with.
Then hold a discussion on capitalism which is part of our society today, is the
best thing to do or not? And why? Make sure every student participates in at
least one discussion question.
After the discussions with time permitting introduce the students to the
different types of monopoly.
Monopoly - http://richard_wilding.tripod.com/monorules.htm
Communist Monopoly https://en.wikipedia.org/wiki/Kolejka_(game)
Socialist Monopoly - http://www.theglobalist.com/monopoly-for-socialists/
Break the class into groups so that they are all playing on a version of
monopoly. Have the students play until there is five to ten minutes
remaining in the class. Then have the students discuss some differences
they have found in the different versions. Ask the students what they liked
and what they did not like and which version they thought would be best for
our society.
Assessment: Discussion in the middle of class about the different theories, as
well as the final discussion on the different versions of monopoly.
Day 8: DBQ Assignment
Unit Objectives: 1, 6, 7, 8, 11, 12
Activities: Students will conduct a DBQ assignment in class individually.
(Assignment is attached below)
Prepare for Socratic Seminar
Assessment: DBQ will be turned in by the end of the class period.

Day 9: Socratic Seminar

Unit Objectives: 1-12
Activities: The students will participate in a Socratic seminar for the majority
of the class period. In the beginning of the lesson students will each be
handed an identity of who they were from the industrial revolution. These
identities range from factory workers to philanthropists. The students task
over the course of the unit was to take notes on how different laws and
society affected them directly during this time. Now that the unit is coming
to end they have enough information to participate in a Socratic seminar.
Set up the room in a circle so each student is visible to one another. Below
are a couple of example questions you may consider using:
There is a new factory opening in your town with no factory currently
present. You have seen what the Industrial Revolution has does to the
economy and people in Europe. What are your thoughts on this coming to
America where you are currently living?
Has this massive change across the globe been beneficial or harmful to you
and your family?
Be sure every single student participates, and that no one students talks for
too long taking time away from other students. Be sure to gauge each
answer carefully, to make sure students are using facts and reasoning when
answering their questions. If certain topics come up during the seminar, be
sure to ask the question to everyone and not just one student.
Assessment: Students will be graded on using a rubric that will include
participation, historical accuracy, and creativity.
Day 10: Unit Exam
Unit Objectives: 1-12
Activities: End of Unit Exam
This is the end of the Industrial Revolution unit exam. It will cover all of the
objects present in the unit, and will most likely take the whole class period.
No additional materials will be used during the exam, meaning no use of
notes, books, lectures, partners etc. This exam will be used to check
understand of the unit as a whole for each student individually.
Assessment: End of Unit Exam

Attachments
World History Industrial Revolution 11th Grade Mid-Unit Quiz
Introduction: This quiz will be given in the middle of the unit to check for
understanding. The questions are basic and straight forward. This test
should be fairly easy if the students are doing the work, and readings. The
objectives that I am trying to cover include, SWBT examine the different
reasons for population growth during this time, SWBT describe the different
working conditions for men, women, and children, SWBT analyze the
movement of people from suburban areas to urban areas, and SWBT explain
the importance of transiting from hand made to machine made goods.
Multiple Choice
2 points each Select the letter that is the BEST choice for each question.
2.) Which of the following factors did NOT help start the Industrial
Revolution in Great Britain?
E.) There was an abundance of raw materials
F.) There was an increasing population
G.)There were rivers for transportation and waterpower
H.)There was a large upper class to work in the factories
3.) Which industry was first affected by the Industrial Revolution?
A.) Transportation
B.) Film
C.)Textiles
D.)Dairy
4.) One major result of the Industrial Revolution was
A.) Products were mass produced at lower prices in order to make them
more available
B.) Products were not mass produced which made products more
expensive
C.)Child labor laws were put into place in order to keep children safe
D.)Farming occupations increased in order to fulfill the population
increase
5.) Womens roles changed during the Industrial Revolution in which of the
following ways?
A.) Women were forced to stay home in order to care of their children
B.) Women became more dependent on men since they were not
allowed to work

C.)Middle class women were forced to work in order to help provide for
their families
D.)Womens roles did not change during this time, they remained the
same
6.) The invention of the cotton gin was significant because
A.) It turned cotton from the field into alcohol
B.) It allowed for cotton fields to be plowed to perfection
C.)It separated the seeds from the cotton faster than by hand
D.)It ended the need for slavery with such advance technology
Short Essay Question - 10 points
Construct a short, concise answer (at least 4 sentences) for the question
using the rubric provided.
Changes in the population and the development of urbanization are directly
connected to the Industrial Revolution. What were these changes, and why
did they occur?
Full Credit 10
Points
The response correctly
identifies at least 3
different changes that
occurred regarding
population and
urbanization, as well as
how it affected the
Industrial Revolution.

Half Credit 5 points

No Credit 0 points

The response identifies

less than 3 changes
that occurred regarding
population and
urbanization, as well as
how it affected the
Industrial Revolution.

The response does not

correctly identify any of
the proper changes
that occurred during
this time.

Economic and Social Theories PowerPoint

DBQ : The Industrial Revolution

Introduction

The DBQ will be given at the end of this unit, once the students have covered
most of the aspects in the unit. It is created for tenth or eleventh grade
World History class. It connects with the stage one goals by discussing the
working class, learning about factory life, as well as looking at the social,
political, and economic impact of the Industrial Revolution. It has the
students evaluate the positive and negative effects of the Industrial
Revolution on society. It aligns well with the standards because students
read about the different industries, the urban growth and population, as well
as get first hand experiences from sources that lived during the time. (S2C6PO6, S4C4-PO1, SC4-PO5)
Grading Criteria (50 Points)
Student states a clear thesis regarding the positive and negative
effects of the Industrial Revolution (10 Points)
Student uses documents given to support their arguments with facts
(10 Points)
Clearly distinguishes between the positive and negative effects of each
document and their bias (Does not just summarize) (10 Points)
Student can make connections from the documents to present time (10
Points)
Mechanics spelling, grammar, structure, and conclusion (10 Points)
Directions: Write a five paragraph essay based on the documents and
prompt below
The essay should include but is not limited to:
A thesis statement with supporting evidence
An argument for both positive and negative effects of the Industrial
Revolution (Not a summarization)
The use of at least 4 documents for support
And considers the point of view of the author
Prompt: The Industrial Revolution changed the world we live in forever
socially, politically, and economically. Using documents A through F, create
an essay that argues some of the positive and negative effects of the
Industrial Revolution had on society.
Document A
The Physical Deterioration of the Textile Workers
[P. Gaskell, The Manufacturing Population of England. London, 1833, pp.161162, 202-203.]
Any man who has stood at twelve o'clock at the single narrow door-way,
which serves as the place of exit for the hands employed in the great cottonmills, must acknowledge, that an uglier set of men and women, of boys and
girls, taking them in the mass, it would be impossible to congregate in a

smaller compass. Their complexion is sallow and pallid--with a peculiar

flatness of feature, caused by the want of a proper quantity of adipose
substance to cushion out the cheeks. Their stature low--the average height
of four hundred men, measured at different times, and different places, being
five feet six inches. Their limbs slender, and playing badly and ungracefully.
A very general bowing of the legs. Great numbers of girls and women
walking lamely or awkwardly, with raised chests and spinal flexures. Nearly
all have flat feet, accompanied with a down-tread, differing very widely from
the elasticity of action in the foot and ankle, attendant upon perfect
formation. Hair thin and straight--many of the men having but little beard,
and that in patches of a few hairs, much resembling its growth among the
red men of America. A spiritless and dejected air, a sprawling and wide
action of the legs, and an appearance, taken as a whole, giving the world but
"little assurance of a man," or if so, "most sadly cheated of his fair
proportions..."
Document B
Patrick Colquhoun on the Classes of Society, 1814
(Patrick Colquhoun, A Treatise on the Wealth, Power, and Resources of the
British Empire, 1814, pp. 102-126; in J. F. C. Harrison, ed., Society and Politics
in England, 1780-1960, New York: Harper & Row, 1965, pp. 4-10.)
Such is the structure of civil society, that the classes, whose minds are
enlarged and their intellects and faculties improved by a superior education,
are indispensably necessary as master-springs in the great machine; not only
for the purpose of giving energy to the efforts of the productive labourers by
means of capital furnished by every member of the community possessing
real or personal property, from which they derive an income, but from the
skill and superior knowledge of those who give employment to the labouring
classes in agriculture, manufactures, trade, commerce, and navigation, and
other objects of productive industry. But this is not the only advantage
resulting from the labour of the higher and middling classes of the
community; particularly in the British dominions, where they are called upon
as legislators, judges, magistrates, jurors, managers of the poor, and peaceofficers, to execute the functions which are required for the purpose of
preserving the harmony and order, which are necessary to the existence of
civil society
- Patrick Colquhoun
Document C
Adam Smith on Moral Sentiments 1759
Smith, A. (1759). The Theory of Moral Sentiments. Oxford: Clarendon Press.
The great source of both the misery and disorders of human life, seems to
arise from over-rating the difference between one permanent situation and

another. Avarice over-rates the difference between poverty and riches:

ambition, that between a private and a public station: vain-glory, that
between obscurity and extensive reputation. The person under the influence
of any of those extravagant passions, is not only miserable in his actual
situation, but is often disposed to disturb the peace of society, in order to
arrive at that which he so foolishly admires. The slightest observation,
however, might satisfy him, that, in all the ordinary situations of human life,
a well-disposed mind may be equally calm, equally cheerful, and equally
contented. Some of those situations may, no doubt, deserve to be preferred
to others: but none of them can deserve to be pursued with that passionate
ardour which drives us to violate the rules either of prudence or of justice; or
to corrupt the future tranquility of our minds, either by shame from the
remembrance of our own folly, or by remorse from the horror of our own
injustice.
-Adam Smith

Document D

Document E
The Working Class in England
From Friedrich Engels, The Condition of the Working-Class in England in
1844 (London: Swan Sonnenschein & Co., 1892), pp. 45, 48-53.
Everywhere heaps of debris, refuse, and offal; standing pools for gutters, and
a stench which alone would make it impossible for a human being in any
degree civilised to live in such a district. . . . Passing along a rough bank,
among stakes and washing-lines, one penetrates into this chaos of small
one-storied, one-roomed huts, in most of which there is no artificial floor;
kitchen, living and sleeping-room all in one. In such a hole, scarcely five feet
long by six broad, I found two beds - and such bedsteads and beds! - which,
with a staircase and chimney-place, exactly filled the room. In several others
I found absolutely nothing, while the door stood open, and the inhabitants
leaned against it. Everywhere before the doors refuse and offal; that any sort
of pavement lay underneath could not be seen but only felt, here and there,
with the feet. This whole collection of cattle-sheds for human beings was
surrounded on two sides by houses and a factory, and on the third by the
river, and besides the narrow stair up the bank, a narrow doorway alone led
out into another almost equally ill-built, ill-kept labyrinth of dwellings....
Document F

Birth rate, death rate, rate of increase of population for years from
1838 to 1875 in Britain
(G. R. Porter, Progress of the Nation, ed Hirst, (1851), Table VI.)
Per 1,000 of population
Period

Average annual
birth-rate

Average annual
death-rate

Average annual
natural increase

1838
1839
1840
1841-1845
1846-1850
1851-1855
1856-1860
1861-1865
1866-1870
1871-1875

30.32
31.77
31.96
32.36
32.83
33.9
34.4
35.1
35.3
35.5

22.41
21.86
22.89
21.40
23.34
22.7
21.8
22.6
22.4
22.0

7.91
9.91
9.13
10.96
9.36
11.2
12.6
12.5
12.9
13.5

Unit Plan References

Chappine, P. (2016). Urbanization & Other Effects of the Industrial
Revolution: Social & Economic Impacts - Video & Lesson Transcript |
Study.com. Study.com. Retrieved 16 April 2016, from
http://study.com/academy/lesson/urbanization-and-other-effects-of-theindustrial-revolution.html
Colquhoun, P. (1814). A Treatise on the Wealth, Power, and Resources of the
British Empire. London: J. Mawman.
Effects of the Industrial Revolution. (2016). Webs.bcp.org. Retrieved 18 April
2016, from
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/IndustrialRevo
lution/IREffects.html#Urbanization
Engels, F. (1950). The Condition of the Working-Class in England in 1844.
London: Allen and Unwin.
Gaskell, P. (1972). The Manufacturing Population of England; It's Moral,
Social, and Physical Conditions, and the Changes Which Have Arisen From
The Use of Steam Machinery; with an Examination of Infant Labour. New
York: Arno Press.
Gronlund, & Waugh. (2009). Writing Selection Items - Multiple Choice. In (pp.
91-108).
Harris, L. M. (2003). Educational Testing Services - Guidelines for item writers
[Blackboard]. San Antonio, TX: ETS K-12 Works. Retrieved March 13, 2016.
Industrial Times. (2003, April 16). Retrieved March 13, 2016, from
http://www.beaconlearningcenter.com/Documents/2971_3146.pdf
Industrial Revolution--Urban Game. (2016). Thecaveonline.com. Retrieved 18
April 2016, from http://www.thecaveonline.com/APEH/TheUrbanGame.htm
Knight, G. (2008). Industrial Age Economic Theories. Slideshare.net.
Retrieved 17 April 2016, from
http://www.slideshare.net/grillmeister/industrial-age-economic-theories
Koot, G. (2016). Industrial Revolution in Britain: Resources.
Www1.umassd.edu. Retrieved 11 April 2016, from
http://www1.umassd.edu/ir/resources/
Langton, J., & Morris, R. J. (2004). Atlas of Industrializing Britain, 1780-1914.
London: Routledge.

Porter, G. (1851). The Progress of the Nation in its Various Social and
Economical Relations. London.
Smith, A. (1759). The Theory of Moral Sentiments. Oxford: Clarendon Press

Direct Instruction
Subject: 11th Grade Social Studies

o support analysis of primary and secondary sources, connecting insights gained from specific details t

nformation of a primary or secondary source; provide an accurate summary that makes clear the relat

sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well a

a knowledge of the events that occurred on September 11, 2001, using primary and secondary source

):
on (PowerPoint, Prezi, WikiSpaces, Etc.) regarding September 11, 2001 with eighty percent accuracy. T
Ex. Presentations must include more than just information on a slide. Also accuracy will be dependent
heories)
ed from basic to complex):
at occurred on September 11, 2001
ondary sources and apply this information in their presentations
hat led up to this event
he events that occurred after this event
has on our society still today
Materials/Technology Resources to be
Textbook, Documentaries, Interviews, Com
multimedia platform, whiteboard,

ct to previous learning, and make relevant to real life)

arding the event that happened on September 11, 2001. This video is from HISTORY.com and is an ov

h the students their thoughts and feeling on the video and what it means to them. The teacher will as
w the teacher to assess prior knowledge or any misconceptions that students may have.
with their table partner to engage in the next activity. This will include the students conducting indep
ave learning disabilities will be pair accordingly. If there is a higher learner they can be paired with a s
bilities to help out a fellow classmate without anyone getting behind.
ew using a Prezi on the main facts that the students will
Student Will: Take notes on the presenta
er will address any questions or concerns the students
participating with the slides using Padlet.

Differentiation
cial attention, meaning they have a learning disability, will be given a fill in the blank set of notes to a
er will be able to hand out these special notes as well as address any further questions the students m
n example of his/her presentation of 9/11. This will allow
Student Will: Use their table partner to c
xpected form them with the project. Then the teacher
sources that will include videos, their textb
and provide help when needed.
students will also be responsible for secon
documentaries, movies, articles, etc.
Differentiation
ng disabilities will still be partnered with higher learners from before. This will create a sense of famili
learners really grasp the topic because they are teaching it to their partner. Co-teaching strategy wil
ng questions and making sure everyone is on task.
ubric with the class that involves everything that will
Student Will: Gather their information an
t a perfect score. (Ex. Grammar, creativity, accuracy,
that follows the rubric that the class create
done all of the research on the topic. Once
to create their presentations.
Differentiation
able to create this presentation with their partner. This way no one person is responsible for all of the
se these have been the same partners they have had for the whole process. Co-teacher will be able to
gling as well as answer any questions there may be.

sentations to the class, and everyone will be grading each other with the rubric that we created as a cl
sing discussion. This discussion will include what led up to 9/11, what actually happened on this day,
ations will be a good assessment for the teachers to see what worked well and what might need to cha
rk the students will have to write a one page reflection on September 11, 2001. They will have to inclu

Inquiry Based Lesson Plan

Teachers: Max Leaf

Subject: 11th Grade Social Studies

Standard:
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.

Objective (Explicit):
Students will be able to demonstrate an understating of the Roman Empire. (27 BC 480 AD)
Evidence of Mastery (Measurable): SWBT give a multimedia presentation about the rise and fall of the
Roman Empire with 80 percent mastery. Technology integration will also be assessed, because they will
need to know how to use technology outside of school. (Ex. Students presentations will demonstrate
mastery if they contain 3 or less errors, with no exceptions when it comes to names and dates)
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBT describe the events leading up to the Roman Empire
SWBT demonstrate the knowledge of Roman leaders
SWBT identify major battles and wars that occurred during this time
SWBT identify the contributions that the Romans gave to the world during this time
SWBT describe the causes of the fall of the Roman Empire
Key vocabulary:
Materials/Technology Resources to be used:
Aqueduct
Kindle Fire Ancient Rome History,
Edmodo, Ancient Google Earth, Padlet,
Augustus
Prezi
Civil War

Whiteboard
Constantine
Textbook On the Kindle Fire
Consul
Library of Congress
Diocletian
Homework
Hannibal
Handouts
Julius Caesar
Legion
Mercenary
Pax Roma
Plebian
Pompeii
Punic Wars
Republic
Senate
Tribune
Triumvirate

Engage (Make content and learning relevant to real life and connect to student interest)
With the use of the Kindle fires it gives the students a look at how the ancient world looks using
google maps. This allows them to have a grasp on how things looked during this time, as well as
how things look in todays time. This is important for the PBL as a whole because the students need
to be able to make connections outside of the classroom, and with this technology it allows them to
do just that.
It also teaches students how to use technology to gain educational information, and how to use
technology in the real world.

Explore
Explain
Elaborate

Teacher Will: Give a presentation on what we

are going to cover during the Roman Empire.
Address any questions or concerns that students
may have for the lesson, and assign the
homework. One page essay on how the Roman
Empire came to be.

Student Will: Participate in the discussion

asking questions or informing the class of
previous knowledge of the Roman Empire. The
students will use their Kindles to participate in
Padlet during the discussion. They will answer
questions that the teacher has provided based
upon the lesson of the day.
Co-Teaching Strategy/Differentiation Co-Teaching will involve the main teacher going over
the lesson while the other teacher can help the students get logged into Padlet if needed. Students
that have learning disabilities will be handed notes of the presentation as well as questions that will
give them a general idea of where to begin.
Teacher Will: discuss the presentation, and
Student Will: be placed into groups to conduct
create a rubric with the students on what is
research on the Roman Empire. They will use
expected to be included in their presentations.
their Kindles to access L.O.C, Google Earth, as
Then the teacher will monitor the different
well as anything other scholarly websites that
groups and address any further questions.
they deem fitting. If students need help they
will have to discuss with other groups before
coming to the teachers for help.
Co-Teaching Strategy/Differentiation Co-Teaching will include both teachers monitoring the
groups, and making sure sources are academically acceptable. Students that have learning
disabilities may be partnered up with students that are excelling in the class if needed.
Teacher Will: Provide PowerPoints and other
Student Will: Finish up their presentations by
lectures about the Roman Empire for students to collaborating all of their information with the
use in their presentations. This will allow
other members of their group. They will put all
students to see what type of information is
of this information into their presentations, and
necessary for the presentation.
present for the class the basic information that
everyone will have, plus a few extra things that
they found particularly interesting.
Co-Teaching Strategy/Differentiation Both teachers will help the students by showing them
how to upload things into Google Docs, and other file sharing websites. This will allow the
students to access all of their groups information in one place as well as work and edit the project
outside of class if necessary. Both teachers will address the problems there maybe with students
having troubles with technology, and putting their presentations together.

Evaluate
The students will do their presentations in class and each group will grade each other based on the rubric that
the class created as a whole. The students will also evaluate each member of the group on the work that they
did. The teachers then will hold a discussion after these presentations and have students discuss what most
important aspects of the Roman Empire were, as well as if there are any questions on anything that we just
went over.
Then for the very last thing, students will write a short essay on the Roman Empire and its significance to
history as well as how this time period still affects us today. Students will understand what has occurred
during this period and it importance it has on our society still today. (Laws, inventions, philosophers, etc)
This allows the students to have a real life connection to what they had just learned.