Discipline: Social Studies

Grade Level: 10

Course: Global History 3

©Literacy Design Collaborative. September 2011

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The British Industrial Revolution
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

  • Classroom Assessment Task
    • Optional: May be used as a pre-test or post-test

      Classroom assessment task:

      What, in your opinion, is the most important lesson to be learned from the Age of Revolution? Write a short in-class essay in which you argue for your position.

      Background to share with students (optional):

      The Age of Revolution offers many examples of what forces lead to a revolution. Think about what you have studied to address the question. Be sure to include examples and references from what you have read during the unit. 

      Reading texts:

      Texts you read during the unit. 

  • Argumentation Classroom Assessment Rubric
    • Meets Expectations


      Addresses the prompt and stays on task; provides a generally convincing response.


      Demonstrates generally effective use of reading material to develop an argument.

      Controlling Idea

      Establishes a credible claim, and supports an argument that is logical and generally convincing.

      (L2) Acknowledges competing arguments while defending the claim.


      Develops reasoning to support claim; provides evidence from text in the form of examples or explanations relevant to the argument.

      (L3) Makes a relevant connection(s) that supports argument.


      Applies an appropriate text structure to address specific requirements of the prompt.


      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

      Not Yet


      Attempts to address prompt but lacks focus or is off- task.


      Demonstrates weak use of reading material to develop argument.

      Controlling Idea

      Establishes a claim and attempts to support an argument but is not convincing.

      (L2) Attempts to acknowledge competing arguments.


      Reasoning is not clear; examples or explanations are weak or irrelevant.

      (L3) Connection is weak or not relevant.


      Provides an ineffective structure; composition does not address requirements of the prompt.


      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

  • Teacher Work Section
    • Here are added thoughts about teaching this module:

      Students develop their reading and writing skills through a variety of activities, both in the unit leading up to the module and in the module itself, but the focus will be on using the Cornell note-taking method to annotate the sources. A primary and secondary source packet pertaining to the effects of the Industrial Revolution requires two to three class periods, plus time set aside by the student during planning. Appendices to this module template contain all reading sources, lesson plans, and worksheets to accompany readings and lessons.

  • Appendix
    • The following materials support teaching this module. Click on each to open a Word/PDF of these samples.

      Worksheet Packet

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