Lesson plan (English)
Topic: The End of an Era? (revision class)
Target group
7th‑grade students of elementary school
Core curriculum
XIX. Europe after the Congress of Vienna. Student:
2 ) characterizes the most important manifestations of the industrial revolution (inventions and their applications, areas of industrialization, changes in social structures and living conditions).
General aim of education
The student learns and describes selected examples of positive and negative effects of the process of industrialization, technological change and civilization progress.
Key competences
communication in foreign languages;
digital competence;
learning to learn.
Criteria for success
The student will learn:
to characterize the positive and negative effects of the Industrial, demographic revolutions and industrialization;
to understand the significance of the invention of photography;
to recognize the new phenomena in the everyday lives of the inhabitants of Europe and other areas affected by the Industrial Revolution.
Methods/techniques
expository
talk.
activating
discussion.
programmed
with computer;
with e‑textbook.
practical
exercices concerned.
Forms of work
individual activity;
activity in pairs;
activity in groups;
collective activity.
Teaching aids
e‑textbook;
notebook and crayons/felt‑tip pens;
interactive whiteboard, tablets/computers.
Lesson plan overview
Before classes
The teacher informs students about the need to familiarize with the „photo workshop” in the e‑textbook.
Introduction
The teacher explains the students the topic and goals of the lesson and develops success criteria together with them.
He explains that the main purpose of the repetitive lesson will be to conduct an open discussion on selected topic drawn by students.
Realization
The teacher asks students to do in pairs the following tasks: Task 1 and Exercise 1. While the students are working, the teacher provides feedback to the students.
Students write their suggestions on a discussion subjects on notes. They must relate to the industrial revolution and the progress of civilization, which occurred in the nineteenth century. The teacher may suggest or help students in the preparation of the subject. Sample topics: *Railways - pros and cons of their development; Light bulb invention - rate its short- and long‑term effects; Did the time accelerate in the 19th century?* The draw is taking place.
The purpose of the students' further work is to prepare arguments for a 7‑minute discussion on the subject proposed and drawn by the students.
The teacher chooses two students who will conduct a debate on the topic chosen by the students in the class forum. The third student performs the function of a secretary: he or she measures the time of the participants' speeches, they monitor the order of the discussion, allow the willing to speak.
Summary
The teacher sums up the debate, adds (if necessary) further conclusions. He settles them in the context of the most important phenomena of the first half of the 19th century. He proposes the students to do Task 2 in the classroom or at home.
The following terms and recordings will be used during this lesson
Terms
Komunardzi – nazwa uczestników Komuny Paryskiej z 1871 r. Wielu komunardów poległo w czasie walk w 1871 r. oraz zostało straconych z mocy wyroków rządowego sądu wojennego, pozostała część została deportowana do Nowej Kaledonii, skąd wróciła do Francji dopiero po amnestii ogłoszonej w 1880 r. W Komunie Paryskiej działali i walczyli liczni Polacy, m.in. generałowie Jarosław Dąbrowski i Walery Wróblewski jako jej przywódcy.
Propaganda rządowa – sterowanie poglądami ludzi w celu pozyskania zwolenników, rozpowszechnianie czegoś przez przedstawianie tego w korzystnym świetle , szerzenie informacji korzystnych dla rządu
Fotografia trikowa – zdjęcia lub ujęcia filmowe, w których zamierzony efekt uzyskuje się, stosując zabiegi techniczne.
Texts and recordings
The End of an Era? (revision class)
Compared to the previous eras, terms such as “minute” and “childhood” acquired greater significance in the lives of the inhabitants of Europe and other areas affected by the Industrial Revolution. The diffusion of iron railways caused a shift in the everyday perception of time. Due to the rising life expectancy, more attention was being given to the childhood period. In the second half of the nineteenth century, specially‑designed clothing for children, children’s toys, nurseries and playgrounds started appearing. However, the upbringing of children was dominated by harsh discipline. It was only at the beginning of the twentieth century that the progressive circles of the intelligentsia started developing a new trend of treating children as partners, as well as raising and teaching them through play.
Photography, an invention of the nineteenth century, gained large traction in everyday life. Even today, photography seems to be a reliable source of information – a view that dates back to the nineteenth century. That is, however, not the case. In order for it to play such a role, one needs to know its source, and know why and when particular pictures were taken. They may constitute depictions of a given object or symbols of the events they show. Ever since the beginnings of photography’s existence, it was used as a tool of propaganda and disinformation.