Video Clips: The Impact Of Industrialization On The North

The video clips display two lessons from the learning segment. The first clip is from lesson 1. It begins with students discussing the do-now on the board that asks students to think about their favorite invention in the last five years and the changes that it brought. It leads into a discussion on the inventions and technology that brought changes to our society and makes connections to the changes that took place during the Industrial Revolution as well as a review of the Industrial Revolution. I then introduce what we will be learning in the learning segment, the impact of industrialization on the North. The clip introduces the inquiry question and ends with providing students with graphic organizers that included guided notes to prepare

Wrong responses are not criticized during my instruction, instead I use explanations and scaffolding to help guide the class to the correct answer. This is noticed in video clip 2 at time 2:31, I ask a question about the type of government the South would have desired and I notice only one hand go up. I assess that students did not understand my question and I use scaffolding and connections to previous learning by discussing the common man and the type of government the South favored during the Constitutional government. After this, more hands went up and students made the connection and better understand what I was asking. I praise student's responses by either emphasizing the importance of their response and its relevance to the learning segment, or providing feedback, such as “good point” or “good observations.” A positive learning environment is also facilitated by students collaborating and building upon each other’s responses. Students are seated in groups which encourages discussion and collaboration between classmates. At the start of clip 1, students are seen discussing the question on the board and the inventions they believe changed our society. Students demonstrate mutual respect towards each other by listening to each other's responses and waiting until a student is done speaking to speak. In video clip 2 at time 1:19, when reading aloud a student mispronounces the word “agrarian” another student quickly helps him by explaining the correct pronunciation. The student who was reading aloud proceeds to thank the student and continues reading aloud. This demonstrates that there is respect amongst the students in the class and that they have a close and harmonious relationship and are willing to help one