Date: February 17, 2006  (lesson#6)

Course: World History                                     Unit:  The Industrial Revolution

Lesson:   The Ten Hours Bill                         Grade level: 7

Time Length:  One 43minute class period

PDE Academic Standards: 8.1.6 C; 8.1.9 C, D; 6.2.9 H;


            -Students will judge the necessity and value of government intervention in social problems by role-playing a similar debate from England and then voting on the issue themselves.

            Key Question: Do you think the government has a right to tell private citizens how to spend their money or how to run their businesses in an effort to help the workers?  Which citizens should the government protect more?  In essence, would you vote for the 10-hours bill?



            -Scripts for students in case they are lost

            -Voting box for ballots (key question)

            -Cards to designate seats of the participants

            -Poster for the key question - to be posted somewhere conspicuous or written on marker board

            -Clipboards with note sheets for the students to record their information?

            -Robes, wigs, gavel. - The library will be set up to mimic the floor plan of the British Parliament.

Anticipatory Set:          

            -Due to the nature of this project and the time allotted, there will be no anticipatory set, other than the initial directions and reading of the key question.



            -Students will meet in the library and take their places as designated by the teacher and receive instructions and attention to the key question (3 min)

            -Students will be reminded to take some notes so they can answer the key question fully, note sheets provided

            -Students will take turns saying their lines and testifying before the “assembly” (35)

            -Students will vote and then a short class discussion on the bill and its effects (5m)

                        -Students will be informed that each ballot is worth 10 points but must contain a reason for the vote and one specific example from the trial - eg: name and situation of a person

            -Students will place their ballots in the ballot box on their way out the door

*some lesson testimony:*


Closure, Summary:

            -Students will vote by writing on index cards whether or not to pass the bill and why after pondering the following:  **make this for points**

-What do you think?  Does government know best?

-- Do you think the government has a right to tell private citizens how to spend their

money or how to run their businesses?  Is it right for people to expect others to give up a certain amount for the benefit of their workers just because they are wealthy?          

            -Remind students that the text worksheets are due tomorrow  



            Students will be evaluated by their responses on the index cards as to whether or not they have clear reasons for voting the way they did.  Since it is necessary to keep their attention throughout the “hearing” grades will be assigned to the key question



            The only thing that worries me at this point is time.   Organization the day before will be key to the success of this lesson.