Digital Unit Plan Template

Unit Title: Inventions that Improve Lives Name: Davis Kim

Content Area: US History Grade Level: 8th
CA Content Standard(s)/Common Core Standard(s):

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial
Revolution.

8.12.9 Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur
Wright).

Big Ideas/Unit Goals:

Cotton Gin, Spinning Jenny, Steam Engine, Power Loom, Internal Combustion Engine, were all inventions during the Industrial Revolution. How did these inventions improve
the quality of life? And how do these inventions help us in our current life as well?

As each student will pick out a significant invention during the industrial revolution that improved the quality of life:
1. Present and understand the quality of life during the industrial revolution
2. Who was/were the person/people behind the invention, their background story
3. Identify the changes of the quality of life due to the invention (both positive and negative)

Unit Summary:

Students will learn about the quality of life during the industrial revolution. The working condition, the demands of work, the lack of safety in the working field. There were
great inventions made during this time that allowed people to accomplish the job/task in a faster and more efficient way. Who were the people behind the invention, what
caused them to make the invention? The change in the work industry because of the invention, the improvements of the quality of life because of the invention should all be
studied and researched. Lastly, many of these inventions are present in modern day society or they have influenced the development of another inventions, the students
should learn about them.

Assessment Plan:
Entry-Level: Formative:
 Discussion: How was the quality of life and working  KWL: After lecture and discussion, students should
condition during the Industrial Revolution work on a KWL worksheet, indicating what they
knew, what they want to know and what they
learned from the lecture, video and discussion
Summative:
 Group Presentation: Pick out an invention and show
how it changed the quality of life and work during the
industrial revolution. A model, video or pictures
should be used to describe how the invention
worked.
  Flashcards: Which person invented certain items,  Essay: What were positive and negative about the life
description of item and how each item came to be and working conditions of the industrial revolution.
 Matching Quiz (Link ID: jahngbi Password:
ilovehistory) Match inventions with inventor, match
invention with descriptions
 Group Plan: Get students ready for the group
presentation.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Research the quality of life (Assessments):  First part of the lesson is to look at the cause of the industrial revolution. Why was it that there was a great
during the industrial Able to summarize and teach demand for such great amount of production?
revolution the quality of life during the  Second students are to engage in discussion on the quality of life during this time. How they think the living
industrial revolution. Work condition was and the working conditions in the factories.
conditions and demands.  Third through PPT, YouTube video and pictures there will be lecture on the life quality and working
conditions. During the lecture students will fill out handout from lecture notes.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Who was/were the Give summary of the  First part of the lesson students are to look at the link and give a brief summary of the five inventions during
person/people behind the inventor(s). What was the industrial revolution. They are to give a brief summary of the purpose of the invention, how it worked,
invention, their background invented by them. What field how it make the quality of life better for the people.
story of work did the invention  Second part of the lesson students are to pick one inventor and research the biography of the inventor. Where
improve. Provide pictures, the inventor was from, what they invented, what happened to them after they made the invention, what were
working model, videos to some positive and negative impact the invention made.
show the invention
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
The positive and negatives Be able to identify major  First students are to watch a video (link on worksheet) regarding the industrial revolution
aspects of the industrial positive and negative aspects  Second students are to look over and review the article (link on the worksheet)
revolution and the inventions of the industrial revolution in  Third students are to assess and provide a well thought points on both positive and negative aspects of the
of the industrial revolution life-style (living conditions) lifestyle and working conditions that was altered and changed due to the inventions of the industrial
caused. and work (working revolution.
conditions).
Unit Resources:
https://catalog.loc.gov/vwebv/search?searchCode=LCCN&searchArg=32035681&searchType=1&permalink=y
https://catalog.loc.gov/vwebv/search?searchCode=LCCN&searchArg=06030805&searchType=1&permalink=y
https://catalog.loc.gov/vwebv/search?searchCode=LCCN&searchArg=18020518&searchType=1&permalink=y
https://catalog.loc.gov/vwebv/search?searchCode=LCCN&searchArg=10007654&searchType=1&permalink=y
https://www.loc.gov/item/berl0142/
https://www.cambridge.org/core/journals/journal-of-economic-history/article/industrial-revolution-in-miniature-the-spinning-jenny-in-britain-france-and-
india/C635E725AAFC87D7F59030A2F478D886
https://books.google.ca/books?hl=en&lr=&id=8LIEAAAAYAAJ&oi=fnd&pg=PA1&dq=steam+engine&ots=3eDE5Hmt4P&sig=suqnZR--
https://pdfs.semanticscholar.org/adf9/61e4cf5a062f82b9e72a20f0e81982f1af36.pdf
https://www.history.com/topics/industrial-revolution
http://www.bl.uk/learning/timeline/item107855.html
https://www.historyonthenet.com/what-were-the-working-conditions-during-the-industrial-revolution/
https://firstindustrialrevolution.weebly.com/working-and-living-conditions.html
http://www.american-historama.org/industrial-revolution-inventions.htm

Lesson 1
YouTube Video
https://www.youtube.com/watch?v=-YHH_oRrK1o
https://www.youtube.com/watch?v=IeD7mYk_Wq0
https://www.youtube.com/watch?v=GYAk5jCTQ3s

Lesson 2
https://www.brighthubeducation.com/history-homework-help/91805-important-inventions-of-the-industrial-revolution/

Spinning Jenny - James Hargreaves http://www.famousinventors.org/james-hargreaves

Steam Engine – James Watt https://www.thoughtco.com/captivity-of-steam-1992676
Power Loom - Edmund Cartwright https://www.thoughtco.com/power-loom-edmund-cartwright-1991499
Cotton Gin – Eli Whitney https://www.brighthub.com/education/homework-tips/articles/38777.aspx
Sewing Machine – Elias Howe https://www.asme.org/engineering-topics/articles/technology-and-society/elias-howe

Lesson 3
Video: https://www.history.com/topics/industrial-revolution/videos/the-industrial-revolution
Article: https://infogram.com/how-did-innovations-during-the-industrial-revolution-change-daily-life-1g0q3pl5j88nm1g

Useful Websites:

http://www.brighthubeducation.com/history-homework-help/91805-important-inventions-of-the-industrial-revolution/
https://www.archives.gov/education/lessons/cotton-gin-patent
https://www.loc.gov/search/?in=&q=Spinning+Jenny&new=true&st=
https://www.loc.gov/search/?in=&q=steam+engine&new=true
https://www.loc.gov/search/?in=&q=power+loom&new=true
https://www.loc.gov/search/?in=&q=internal+combustion+engines&new=true
https://www.loc.gov/search/?in=&q=telegraph&new=true
https://www.loc.gov/search/?in=&q=sewing+machine&new=true
https://patents.google.com/patent/US4841888A/en