Lesson plan of Second Industrial Revolution and 19th Century Social Doctrines: Review

Objectives (5 - 7 minutes)

1. Understand the Second Industrial Revolution: The teacher should guide the students so that they understand the main aspects of the Second Industrial Revolution, such as the technological, social, and economic changes that occurred during this period.

2. Analyze the Social Doctrines of the 19th Century: The teacher should help students analyze and understand the social doctrines that emerged in response to the Second Industrial Revolution. This includes a detailed study of communism, socialism, and liberalism.

3. Relate the Second Industrial Revolution and the Social Doctrines: The teacher should help students make connections between the Second Industrial Revolution and the social doctrines of the 19th century. Students should be able to recognize how the Industrial Revolution influenced the development of these doctrines and how they reacted to the changes brought about by this revolution.

Secondary objectives:

• Develop critical thinking skills: During the lesson, students should be encouraged to question and analyze the concepts presented. This includes the ability to critically evaluate the ideas and arguments presented by the different social doctrines.

• Promote active participation: The teacher should encourage active student participation, whether through questions and answers, group discussions, or practical activities. This will help ensure that students are engaged and understand the material presented.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the content that was covered in previous lessons and that is relevant to understanding the current topic. This includes the First Industrial Revolution, the changes it brought to society and the economy, and the main social doctrines that emerged in the 19th century. (3 - 5 minutes)

2. Problem situations: The teacher can present two hypothetical situations to the students, which will serve as a starting point for the discussion of the topic:

   • The first situation may involve a factory worker at the beginning of the Second Industrial Revolution, who is dissatisfied with working conditions and social inequality. He begins to question the existing economic system and to seek out alternatives.

   • The second situation may involve a successful business owner during the same period, who sees the Industrial Revolution as an opportunity to get rich and expand their business. He advocates the idea that free markets and competition are the engines of progress. (5 - 7 minutes)

3. Contextualization of the subject matter: The teacher should then explain the importance of the subject matter, showing how the Second Industrial Revolution and the social doctrines of the 19th century have shaped the world we live in today. The teacher can highlight, for example, the influence of these doctrines in the formation of modern states, in the struggle of the workers' rights, and in the configuration of the global economic system. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher should introduce the topic in such a way as to arouse the students' interest. This can be done by telling a historical curiosity, such as the story of one of the main thinkers of the social doctrines of the 19th century, or by showing an image or video that illustrates the changes brought about by the Second Industrial Revolution. The teacher can also suggest some questions for reflection, such as, "How has the Industrial Revolution changed the way we live and work?" or "What were the main criticisms made about working conditions during the Industrial Revolution?" (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of the Theory (10 - 12 minutes):

   • Second Industrial Revolution: The teacher should begin by explaining that the Second Industrial Revolution was a period of intense industrial and technological development that occurred between the mid-19th century and the beginning of the 20th century. He/she should emphasize that, unlike the First Industrial Revolution, the Second Industrial Revolution was marked by innovation in sectors such as steel, oil, electricity, and chemistry.

   • Differences between the First and Second Industrial Revolutions: Next, the teacher should show the main differences between the First and Second Industrial Revolutions. This may include the fact that the second was more globalized, with the development of transportation and communication networks that allowed trade and industry to expand beyond national borders.

   • Social Doctrines: The teacher should then introduce the main social doctrines of the 19th century - communism, socialism, and liberalism. He/she should explain that these doctrines emerged as responses to the changes brought about by the Second Industrial Revolution and had different ideas about how society should be organized and about the rights and duties of individuals.

   • Main thinkers and ideas: The teacher should introduce the main thinkers of each doctrine and the central ideas of each of them. This may include, for example, the idea of communism that the means of production should be collectively owned, the idea of socialism that the state should take an active role in the economy to guarantee equality and social justice, and the idea of liberalism that individuals should be free to pursue their own self-interest.

2. Connection of Theory with Practice (5 - 7 minutes):

   • Discussion of the problematic situations: The teacher should return to the problematic situations presented in the Introduction and discuss them in light of the presented theory. Students should be encouraged to express their views and ask questions.

   • Practical examples: The teacher should present practical examples that illustrate how the Second Industrial Revolution and the social doctrines of the 19th century influenced people's lives at the time and how they still influence today's society. This may include, for example, the analysis of texts, images or videos that portray the lives of workers at the time, the struggle of unions for better working conditions, or the implementation of economic policies based on the ideas of liberalism, socialism or communism.

3. Practical Activities (5 - 6 minutes):

   • Debate: The teacher can organize a classroom debate in which the students are divided into groups, and each group defends one of the studied social doctrines. Students should be encouraged to use the concepts learned in class to argue in favor of their doctrine.

   • Analysis of texts: The teacher can distribute short texts that present different perspectives on the Second Industrial Revolution and the social doctrines of the 19th century. Students should be guided to analyze these texts in light of what they have learned in class and to discuss their conclusions in group.

Review (8 - 10 minutes)

1. Review and Connections (3 - 4 minutes):

   • The teacher should start this stage by briefly reviewing the main concepts taught during the lesson. This includes a summary of the Second Industrial Revolution and the social doctrines of the 19th century, as well as the key thinkers and ideas emerging during this period.

   • Next, the teacher should make connections between the presented theory and the practical activities conducted. This can be done by highlighting how debate and text analysis have allowed students to apply the concepts learned and to develop critical thinking skills.

   • The teacher should also recall the problematic situations that were presented at the beginning of the lesson and discuss how the theory presented in class can help understand and solve these situations.

2. Individual reflection (2 - 3 minutes):

   • The teacher should then include a time for individual reflection, where students will have a chance to think about what they have learned.

   • To do so, the teacher could ask questions such as, "What was the most important concept you learned today?" and "What questions have not yet been answered?".

   • Students should be encouraged to write down their answers and to share them with the class if they feel comfortable.

3. Feedback from Students (2 - 3 minutes):

   • Finally, the teacher must ask students for feedback on the lesson. This could include questions such as, "What was the most useful part of the class?" and "What could be improved next time?".

   • The teacher should be open to receiving constructive criticism and to adjusting their teaching method to meet the needs and preferences of the students.

   • Student feedback can be a valuable tool for improving teaching quality and keeping students engaged and motivated.

The Review is a crucial stage of the lesson plan, as it allows the teacher to assess whether the learning objectives have been reached and whether the students have understood the content. In addition, the Review also offers students opportunities to reflect on what they have learned and to raise their opinions and doubts. This can aid in consolidating learning and in promoting the self-confidence and motivation of the students.

Conclusion (5 - 7 minutes)

1. Summary of the lesson (2 - 3 minutes):

   • The teacher should begin the conclusion by making a summary of the main lesson contents. This includes the Second Industrial Revolution, the 19th century social doctrines (communism, socialism, and liberalism), and their major thinkers and ideas, as well as the way these doctrines responded to the changes brought by the Industrial Revolution.

   • The teacher should stress the key points and the connections between different concepts, helping the students to consolidate what they have learned.

2. Connection between theory and practice (1 - 2 minutes):

   • Next, the teacher should explain how the class connected theory, practice, and applications.

   • He/she should highlight how practical activities, such as the debate and the analysis of texts, have allowed the students to apply theoretical concepts on a practical basis and to develop critical thinking skills.

3. Extra materials (1 minute):

   • Then, the teacher should suggest extra materials to those students who are interested in deepening their knowledge of the topic. This can include books, articles, documentaries or websites that provide more information about the Second Industrial Revolution and the 19th century social doctrines.

   • Some examples of such materials could be, "The Age of Capital" by Eric Hobsbawm, "The Communist Manifesto" by Karl Marx and Friedrich Engels, or "The Wealth of Nations" by Adam Smith.

4. Relevance of the topic (1 - 2 minutes):

   • Finally, the teacher must emphasize the importance of the topic to real life and daily life experience of their students.

   • He or she must explain how the Second Industrial Revolution and the 19th century social doctrines have shaped the world we live in, influencing how we work, live, and think about society and the economy.

   • Furthermore, the teacher could also demonstrate how the study of these topics can be useful in understanding and analyzing present-day issues such as social inequality, globalization, or the technological and economic changes.