Discipline: Social Studies

Grade Level: 10

Course: Global History 3

©Literacy Design Collaborative. September 2011

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The British Industrial Revolution
What
Task?
  • Background to Share with Students
    • In this module, apply what you learned in the unit on the Age of Revolution to assess whether the achievements of the British Industrial Revolution outweighed the societal cost. You should draw on what you have learned in the unit and apply the reading, research, and writing skills you learned throughout the semester thus far.

  • Task/Texts
    • Teaching Task

      Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading primary and secondary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

      Reading Texts
  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 10- Read and comprehend complex literary and informational texts independently and proficiently.
      • 3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • 5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • 6- Assess how point of view or purpose shapes the content and style of a text.
      • 7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • 8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • 9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • 2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • 3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
      • 6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • 7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • 8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Content Standards
    • Standards Source: Number: Content Standards:

      New York State Social Studies Standards from New York City High School Scope and Sequence for Global History (2010), Grade 10, units 6, 7 & 8

      2.2e

      Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

      4.1b

      Define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems.

      4.1c

      Understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.

  • Teaching Task Rubric (Argumentation)
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