Industrial Revolution 1740-1914: Difference between revisions
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== Documents == | == Documents == | ||
*[http://www. | *[http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/6/68/Sadler_Report_Excerpts.pdf Sadler Report Excerpts] | ||
*[http://www. | *[http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/2/2a/Ir_notes.pdf Industrial Revolution Notes] | ||
*[http://www. | *[http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/7/70/BBC_-_Agricultural_Revolution_in_England_1500_-_1850.pdf BBC - Agricultural Revolution in England 1500 - 1850] | ||
*[http://www. | *[http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/3/31/Malthus.pdf Malthus' Principles of Population] | ||
*[http://www. | *[http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/7/7e/Economicsof%26OverallImpactofIndustrialRev.pdf Economics of and the Overall Impact of Industrial Revolution] | ||
*[http://www. | *[http://www.classroomexplorations.org/wiki/images/c/c7/Robert_Owen_and_Two_Other_Utopian_Socialists.pdf Robert Owen & Two Other Utopian Socialists] | ||
== Classwork & Homework == | == Classwork & Homework == | ||
'''Lesson PowerPoint:''' | '''Lesson PowerPoint:''' | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/5/56/IROverview.pptx Industrial Revolution Overview & Detail] | ||
* [http://www. | * [http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/0/0d/Idustrialrevapeuro.pptx The Industrial Revolution Webquest Expanded Edition] | ||
'''Lesson Video:''' [https://www.youtube.com/watch?v=5JAWWhPzCsQ Breaking the Frame: A Luddite Drama] | '''Lesson Video:''' [https://www.youtube.com/watch?v=5JAWWhPzCsQ Breaking the Frame: A Luddite Drama] | ||
'''Lesson Activity:''' | '''Lesson Activity:''' | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/5/57/Chapter_20_-_Critical_Thinking_Exercises.pdf Industrial Revolution - Critical Thinking Exercises] | ||
* [http://www. | * [http://www.classroomexplorations.org/mybetanyc/departments/socialstudies/teachers/ott/apwiki/images/2/22/Weekend_questions_20.pdf Industrial Revolution - Weekend Questions] | ||
'''Homework:''' [[Assignments]] | '''Homework:''' [[Assignments]] | ||
Latest revision as of 18:22, 27 February 2022
| AP Psychology | Current Events | Resource Room (SETSS) |
|---|---|---|
| Period 1 | Periods 3 & 5 | Period 8 |
| Mr. Ott | Mr. Ott | Mr. Ott |
Aim: To what extent did the Industrial Revolution impact Britain and Continental Europe? (Politically, Socially, Economically, Intellectually)
Do Now: Thesis Prompt Quizzes
Documents
- Sadler Report Excerpts
- Industrial Revolution Notes
- BBC - Agricultural Revolution in England 1500 - 1850
- Malthus' Principles of Population
- Economics of and the Overall Impact of Industrial Revolution
- Robert Owen & Two Other Utopian Socialists
Classwork & Homework
Lesson PowerPoint:
Lesson Video: Breaking the Frame: A Luddite Drama
Lesson Activity:
Homework: Assignments
Special Education Modifications
- Teaching Model: Co-Teaching
- Special Education Teacher will work with All students General Ed and Special Ed.
- Special Ed Students:
- Teacher will read-aloud to students when necessary.
- Teachers will break down assignments into smaller tasks.
- Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
- Teachers will group students according to learning style inventory as a homogeneous group.
- Teachers will keep students on-task by managing distractions and on-task behavior.
- Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
- Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.
- Special Ed Students: