Solomon

Jason Solomon Curr 530 Prof. Bachenheimer Unit Name: Industrialization Grade: 10


 * Unit Summary**: This unit covers the introduction of the concept and effects of countries industrializing. This unit will challenge the students to consider the ramifications of industrialization on the modern world. This unit ends with a tiered performance task in which students will be challenged to create a multimedia presentation either supporting or attacking the following statement: The lack of adequate industrialization has directly lead to the military conflicts in Iraq, Afghanistan, and Israel/The Palestinian Territories. Working in groups heterogeneously mixed based on readiness; students will use the Internet and related web 2.0 resources to evaluate the economies of these areas in the years leading up to conflict. Groups will receive their positions to defend at random. The groups will be required to use a multimedia resource; blog, wiki, movie, podcast, PowerPoint, and one traditional presentation methodology when presenting to the class. Supporting lessons will scaffold the basic knowledge of what Industrialization is in order to facilitate the project.

The goal for this unit is for students to understand the concept and effect of industrialization.


 * Unit Resources:**

· US History text as reference resource · Teacher created PowerPoint · Teacher Created companion reference site · Teacher created quizzes, student created presentations, research logs
 * //Printed Materials://**

1. How has industrialization contributed to modern day conflicts in the Middle East?
 * Essential Question:**

1. How does prosperity affect society? 2. What is industrialization? 3. What factors lead to a nation industrializing?
 * Sub Questions:**

· Industrialization · Natural Resources · Steam Engine · Capital · Trade · Indentify the factors needed for a society to industrialize · Indentify elements of an industrial culture · Explain how industrialization affects society
 * Students will know:**
 * Students will be able to:**


 * Performance Task:**

Students will assume the role of special envoys to the United Nations from the United States. They are tasked with explaining to the Security Council just why all of these conflicts are breaking out in the Middle East in recent years. Each group will be given the position to either attribute the conflicts to pressures of industrialization (or the lack there of) or to explain how industrialization was not the primary cause of the conflict. Students will be given two days to research and two days to compose their presentations. Each group will be required to use one new media tool in their presentation and one traditional presentation tool. During the research and construction phases each group member will be tasked with making a one-page journal entry chronicling what he or she did that day, to be handed in at the end of the project. The presentations should be no more then 12 minutes long and each group member must present during the group time.


 * Rubric**:
 * Expert || Practitioner || Apprentice || Novice ||
 * Presentation on topic.
 * Presentation on topic.

Demonstrates mastery of the concepts of industrialization.

Used Time Wisely

All members of the group contributed

Connections were logical and well communicated || Presentation on topic

Demonstrates mastery of the concepts of industrialization.

Used Time Wisely

All members of the group contributed

Connections were not expertly established || Presentation on topic

Demonstrates basic understanding of the concepts of industrialization.

Used Time Wisely

All members of the group contributed

Connections were not well established || Presentation not on topic

Demonstrates unclear understanding of the concepts of industrialization.

Used Time Poorly

All members of the group did not contributed

Connections were not well established ||

Day 1: Students will be challenged with the notions of money leading to war. Students will engage in a webquest around industrialization. Class discussion of the basics of industrialization. Groups for the rest of the week will be determined by the “ticket-out” basic worksheet to assess readiness and understanding. Weekly groups will be a mix of highly ready not unready students.

Day 2-3: Students will be presented with the parameters of their exploration. Students will be placed in groups and given all of their print and electronic resources. Students will engage in research and logging activates around their topic.

Day 4-5: Students will begin constructing their presentations. They will have an opportunity to complete their work over the weekend. Presentations to follow Monday.

Reflection: I found this process really exciting. I feel like Social Studies, in particular, really lends itself to this type of “end first” thinking. Designing the assessment and lesson parameters before hand really helps guide your thinking in coming up with specific activates. I feel like UBD is very top heavy in that it would require much more planning at the outset of any given lesson or unit. It does seem, however, that the workload is more focused and easier in the implementation as you begin with the end in mind. My only concern in this process is pacing. I can see serious problems if portions of the project take longer then expected, for example, in my sample lesson I could easily see the intro lesson taking two days and the construction portion taking an extra day.

Awesome unit! I wish I could participate! What an opportunity for students to truly grasp the underlying issues of the past, current, and unfortunately, future conflicts of our country. You did a great job of tackling the essential questions and having students utilize 21st Century skills.  I LOVED the way you included the Unit summary. I have found that without that (mine included) the UbD is hard to follow sometimes for outsiders who do not know exactly where the unit is going. I will use that in the future because that is useful for administrators, substitutes, and anyone wishing to follow what you are teaching. I imagine it would also be useful when using the UbD unit for the following school year. My critique would be to consider making your rubric more measureable. In other words, under the Practitioner column: “ Connections were not expertly established” is vague to me. I think it is possible students would have a difficult time discerning what “not expertly established” is. I also did not see many differences from one level of the rubric to the next. I know it’s different in every district (part of the problem with education), but I was taught that the students should aim for the Practitioner column. In other words, the completed assignment would fall under the practitioner column, and the expert column is for extra/added work. So, to be an expert, the student would have to complete everything in the practitioner column plus something additional. I found it was easier to create rubrics when I looked at the practitioner column first and wrote exactly what I wanted the students to accomplish. Then, I would complete the expert column and add bonus work. I hope that helps, it’s just a suggestion. 

by Courtney Mellinkoff From Omar Minaya First I want to let you know that your presentation is great, and that I agree with you 100% when it comes to the pacing. It is very difficult to determine how long a presentation of this magnitude might take. As teachers we all know that there is much trial and error when it comes to these issues. This sounds like a lesson that can very easily be put into your actual plan book. However, ideally, plans tend to not go as planned. When executing something like this be prepared to help out the students a bit more than expected. I think this is a great lesson plan and if a student can read this he/she might realize what the big picture is. We all know that if a student gets the general idea it is a great thing, because many never really get anything at all. 

from Larry Manning I really appreciate he clarity of your UbD plan. I wish I had viewed your format before I struggled with the Word format. Yours makes a lot more sense to me and would be easier to follow. Your unit encompasses the themes of our class in regard to T.W.I.F. and " Did You Know" by integrating the awareness that our students have to begin to think globally. I feel that social studies is a subject that lends itself comfortably in this regard. Your use of scaffolding as a means of prior knowledge is good. After sitting through Monday afternoon classes, I even know what you mean by that. Your performance task ties the whole unit together. One concern about the group project is that sometimes all members don't pull their own weight. However, those students that aren't as proficient as others can gain awareness by your use of technology. This " hands-on" approach actively engages students and encourages learning. This is critical so we don't lose our slower learning students.