Beacon Lesson Plan Library

The Industrial Revolution Meets the Press

Richard Johnson
Bay District Schools

Description

This is lesson three in the unit, Industrial Tool Time. After categorizing the effects of the Industrial Revolution into positive and negative categories, students appear on Meet the Press to discuss effects and propose solutions to the negative effects.

Objectives

The student identifies and understands themes in history that cross scientific, economic, and cultural boundaries.

The student understands the effects of the Industrial Revolution.

Materials

-Background materials, such as their textbook, Internet sites, library books, prepared handouts, etc. Use the Unit Resources attachment (see Extensions) for examples of types of resources available.
-Video camera, if videoing the panel discussion
-Make a transparency of the Meet the Press Panelist Checklist (see Associated Files)
Alternative 1 (see Procedures below)
-Schedule computer lab or have appropriate Internet accessible computers available in the classroom to do the Alternative 1 learning activity which includes the Student Web Lesson, Good Times, Hard Times (See WebLinks).
-One copy, for each student, of the Meet the Press Panelist Checklist (see Associated Files)

Alternative 2 (see Procedures below)
-A copy of the Charting the Effects activity sheet (see Associated Files) for each student.
-A transparency of the Effects Chart
-One copy, for each student, of the Meet the Press Panelist Checklist (see Associated Files)

If using this lesson with the Industrial Times Unit

-Copies of the Unit Review Sheet (see Extensions) for all students and one transparency to display to the class
-Copies of the Unit Test for Industrial Times (see Extensions) summative assessment for all students
-Copies of the Industrial Times Graduation Diplomas (see Extensions)

Preparations

1. Locate resources for use in the lesson. Use the Unit Resources attachment (see Extensions) for examples of types of resources available.
2. Schedule a computer lab or have computers in the classroom (Alternative 1).
3. Reproduce handouts and transparency used in the lesson.
4. Organize students into groups based on the Meet the Press Panel Organizer (see Associated Files).
5. Set up the classroom for the Meet the Press activity.

Procedures

Period 1:

1. If using as part of the Industrial Times Unit, reinforce the newspaper reporter theme by congratulating students with their new status as published reporters. Students should display their press cards from the first lesson in the unit, Growth of a Revolution. Tell the students that as reporters they may be called upon to represent the Industrial Times in other media, such as television. In this case, the television show, Meet the Press, will be a forum where they discuss the effects of the Industrial Revolution. Successful completion of this task will get a certificate designating them as “Master Reporters” for the Industrial Times.


Alternative 1: (For teachers that have access to the appropriate technology)


1. Students go through the Web lesson, Hard Times Good Times: The Effects of the Industrial Revolution (see WebLinks). This could be done from any computer on the Internet prior to class or during class.

2. Review with the students the printed chart from the Web lesson that has categorized the effects as to positive and negative and according to the appropriate historical themes.

3. Remind the students about the Meet the Press activity to start next period. Go over the items on the Meet the Press Panelist Checklist so the students will know what is expected of a panelist prior to starting the activity next period.

Alternative 2: (For teachers that do not have access to the appropriate technology)

-Prior to beginning the lesson have students, for homework, research the effects of the Industrial Revolution by reading the background material for the effects or results of the Industrial Revolution from their text or other classroom sources. They should make a list of the effects as they read and categorize the effects under these headings: A) Technological, B) Economal, C) Social and Social Institutions, D) Environmental, and E) Ideas.

2. Give each student a copy of the Charting the Effects activity sheet (see Associated Files).

3. Solicit effects from the students. Use the Teacher’s Guide to the Effects of the Industrial Revolution as a reference for this discussion (see Associated Files). Have the class classify the effects as positive or negative and put them into the proper category as per appropriate historical theme on the Charting the Effects chart. Each student should have a completed Charting the Effects assignment sheet as a result of this classroom discussion.

Both Alternative 1 and 2
4. Show the Meet the Press Panelist Checklist on the overhead so the students will know what is expected of a panelist prior to starting the activity next period.

Period 2:
Formative activity-Meet the Press (see Associated Files)

5. Arrange the classroom in order to accommodate the panel discussion. A table with a seat on one side for the moderator and five seats for the reporter/panelists should be set up.
6. Give each student a copy of the Meet the Press Panelist Checklist. Have them turn them in when it is their turn to sit on the panel.
7. Organize the groups for the panel discussion. Use the completed (from Teacher Preparation section below) Meet the Press Panel Organizer (see Associated Files). Students for each panel will vary due to the amount of students in each class and the amount of topics for a panel.
8. Conduct the panel discussions with each group.

The teacher acts as the moderator and students as panelists. Students will not know in advance which category of effects they will have to discuss. The student refers to the completed chart from the Web lesson or the Charting the Effects assignment sheet for information for the panel discussion.

Each group of panelists will take a category of effects and discuss the effects determining whether they are positive or negative. If negative, they will suggest how best to change the negative effects. The last group discusses things that they do differently due to the Industrial Revolution, thus bringing to closure the essential question of Why Do We Do What We Do? Questions can be taken from the audience and answered by the panelists in order the keep the other students involved in the activity.

The teacher, as moderator, controls the discussion by introducing the topics for discussion, identifying which panelist is to speak, fielding questions from the audience and basically controlling the amount and duration or each topic, thus making sure that all topics and effects are covered. Every student should have a chance to enter into the discussion. Use the Meet the Press Panel Organizer (see Associated Files) as a guide for each panel discussion.

Continue with this process until all of the effects have been discussed.

Use the Meet the Press Checklist to evaluate each student as they participate in the panel discussion. If you have access to a video camera, then taping the panel discussions will allow you to review the students’ participation after the activity is completed. This allows you more time for evaluation.

Period 3: If using this lesson as part of the Industrial Time Unit:

9. Give students a copy of the Unit Review Sheet (see Extensions) and show a transparency of the sheet. Review important concepts and how they will be tested with the students.

Period 4: Exam

10. Give students the two-part unit exam Industrial Times Unit Exam (Summative 2, see Extensions). More detail instructions are available in the summative assessment document. The multiple choice and short answer section can be done in class. The essay section could be either done in class or taken home.
11. Grade the unit test and return to the students. Go over the test in class.
12. Conduct an awards ceremony and give Industrial Times Certificates (see Extensions) to all students who make 70 or above on the combined average of assessments for the unit. These students are considered Master Reporters due to their successful completion of the units theme.

Assessments

Formative assessment in this lesson will be in the form of the completed Effects of the Industrial Revolution Chart and the results from their participation in the panel discussion as indicated on the Meet the Press Panelist Checklist.

Extensions

The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2971. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

This site provides links to many sites with information concerning the Industrial Revolution.
Online Links to Indusrtial Revolution Sources

This site contains valuable information on the Industrial Revolution.
Online Lecture on the Industrial Revolution

This is the Student Web Lesson that accompanies this lesson.
Good Times, Hard Times

Return to the Beacon Lesson Plan Library.