Directions: After reading Chapter 5 from
Directions: After reading Chapter 5 from Developing the Curriculum by Oliva & Gordon, please answer the following question:
1. Research one article for ONE of the models (inductive or deductive) of curriculum demonstrating the application in a classroom setting. You will present a brief summary of the key points of the article. Make sure you include the pdf of the article or the link to access the article.
Directions: After reading Chapters 5 and 6 from Wiggins and McTighe, please work on the following:
2. Go back to Stage 1 for the lesson unit developed last week and review your essential questions. Based on what you have read, evaluate how you would change/revise your essential question and understandings. Make sure you include your old and new essential question(s) and the rationale for the change. (Review what makes a question essential
What makes a question essential: (pages 107-112 in UbD text.) 4 connotations of “essential”
Important questions that recur throughout our lives
Core ideas and inquiries within the discipline
Helps students effectively inquire and make sense of the big idea(s) and requires students to make decisions about answers
Engages a specific and diverse set of learners Characteristics of Essential Questions (also p. 91 in UbD workbook)
Have more than 1 answer, meant to be discussed, investigated
Cannot be answered in a single sentence
Might be controversial or pose a dilemma and as such require reasoning and justification
Raise other important questions
Naturally and appropriately recur K-12 and beyond
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[Type text] [Type text] [Type text]
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Topic: Industrialization Grade Level: 8-10 Duration: 2 hrs. |
Subject Area: History Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2
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Stage 1 – Desired Results |
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Established Goals: For students to understand the beginning and progress of the Industrial Revolutions from past history to present day industries. |
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Understanding(s)/goals: Students will understand that: · Inventions made over the years · Development and trade resultant from industrialization · Impact of governments to industrialization · Progress made over the years · Difference in modern day processes in comparison to past years industrialization inventions and equipment’s Students will know: · Key years of industrial revolution · Key inventions made · Key terms · Tools used · Progress made in the years before and after the industrial revolution · Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years. |
Essential Question(s): · Why are these events important · What effect did the Industrial Revolution have on people's sense of independence? · In what ways did the manufacturing of iron alter during the age of the factory? · Why did urban areas expand during and after the advent of industrialization? · How did the advent of the industrial age affect families in the working class? |
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Student objectives (outcomes): Students will be able to: Compare: To compare tools and equipment used in the industrial revolution in comparison to today’s equipment’s and determine the difference in progress made over the years in over two past centuries Apply: The grade 8 to 10 students will be able to apply the inventing ideology gained from past history progresses to better their lives in professions they end up in in order to continue the progress to always make work easier and improvements in investments. They will appreciate the progress made over the years and learn on the use of tools and equipment’s at their disposal. Describe: describe processes involved in the industrial revolution and dictate the events that supersede the process of industrialization. The worldwide expansion of the economy is largely attributable to industrialization. Performance is up, mass production is possible, and that has raised everyone's level of living. |
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Stage 2 – Assessment Evidence |
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Performance Task(s): Performance Task Criteria: · In groups established by the teacher students will come up with a concept map of inventions made in the period of industrial revolution and processes involved. · Students should mentions and list types of inventions made in the industrial revolution and products. |
Other Evidence: · Engage in history discussion of years after and the second revolution difference with the first. · Reflect in what is learned previously on the progresses and inventions that led to the industrial revolutions. |
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Stage 3 – Learning Plan |
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