Purpose: The Industrial Revolution dramatically changed Europe and the United States. It literally changed they way people worked and lived. The purpose of my lesson on the Industrial Revolution is to teach high school students this era and how it changed technology and laws concerning U.S. citizens but also the positive and negative affects it held out for the future.

Learning Outcomes:

1.) Explore the textile industries with an in-depth look at various inventions.

2.) Explore the mills / factories that the conditions people worked it. What the government did to alleviate some of the horrendous working conditions.

3.) Learn the expansion of industrialization and the effects on health and environment.

Assessment Context:

Students will be able to participate in class discussions on the positives and negatives of the Revolution with showing support of their findings as well as a group presentation on some of the key areas of change that was brought upon the U.S.

Holistic Rubric:

Identify the inventions and what they were meant to do

0 – No attempt

1 – Can name some inventions but not how they worked

2 - Can name most inventions and how they ran

3 - Can name all inventions and how they improved life

Obtain the knowledge of the mill atmosphere and the laws that were passed to alleviate conditions

0 – No attempt

1 – has a basic knowledge on the factory conditions

2 – has real knowledge on working conditions and has the basic knowledge on laws passed

3 – has proficient knowledge of factory conditions and the laws that were passed on child labor laws and etc.

Explore the changes of the Revolution and the positive and negative affects on the future

0 – No attempt

1 – Basic knowledge of changes that are made basic positive and negative opinions

2 – Has knowledge of change and some support on positive and negative affects

3 – profound knowledge of changes and has supported opinions on positive and negative affects

Testing Constraints:

The exam at the end of the unit will consist of multiple choice questions, short answer, and essay. The test will be given at the beginning of the class period and will end when the period is over. Two tests will be given out to alleviate the chance of cheating. 

Test and Essay Items

The three measurable learning outcomes I’m choosing are for elementary level (around 3^rd and 4^th grades). The unit of study is literacy and I’m concentrating on inflection of voice. The following are different test items for each learning outcome.

Learning outcome 1: Identify punctuation and their meaning.

Test Item: Matching

1.) Comma ____                                         A. mark the end of a sentence

2.) Exclamation point ____                      B. mark the end of an inquiry

3.) Question mark____                             C. separation of elements in a sentence                                                                                                          

4.) Semi colon____                                    D. mark the end of a sentence with a strong feeling

5.) Period____                                            E. connect independent clauses

Learning outcome 2: Demonstrate various inflections when reading different passages.

Test item: Verbal

Read the following and recite using different inflections:

Tonight is movie and popcorn night, yay!

Do we get to pick out the movie?

We start to make the popcorn and watch it go pop, pop, pop, pop, pop.

Oh my goodness! Oh my goodness it’s going to overflow!

Is it going to stop, stop, stop, stop, stop?

Oh good, it’s done.

We can go watch our movie now.

The students get a chance to exercise pausing at the commas and use different voice inflections on the question marks and exclamation points. 

            

Learning outcome 3: Recognize / know different voice inflections when reading sentences with various punctuation marks i.e. commas, question marks, exclamation points, etc.

Test item: Write and Recite

Students will write different passages with different punctuation marks and trade with a partner and read aloud using the correct voice inflections.

The essay item of each of the learning outcome 3 is designed to show the teacher that the student understands both writing passages using different punctuation marks as well as reading them correctly.

Three Measurable Learning Outcomes For a Hypothetical Unit of Study

The three measurable learning outcomes I’m choosing are for elementary level (around 3^rd and 4^th grades). The unit of study is literacy and I’m concentrating on inflection of voice. At this point, students have good reading skills but they sound almost robotic when they are reading out loud. They need to start using different voice inflections when reading and know how to read with different punctuation marks.

Learning outcome 1: Identify punctuation and their meaning.

Learning outcome 2: Recognize / know different voice inflections when reading sentences with various punctuation marks i.e. commas (pause), question marks (their voice goes up), exclamation points, and etc.

Learning outcome 3: Demonstrate various inflections when reading different passages.