1. Examples of different interests
1.1. Yoko loves videogames and technology/engineering.
1.1.1. Strategy 1: To meet the objective, Yoko should be able to use her interest for technology. In terms of product, Yoko might write an essay on or give a presentation about the effects of one specific technological invention (e.g. the Spinning Jenny) on society.
1.1.2. Strategy 2: Even though Yoko has an especially strong interest in playing videogames, it is safe to assume that most 10th graders enjoy them. Educational games can be a great asset for history instruction, and implementing those games into class would not only benefit Yoko, but also her classmates. One example is the BBC online game about George Stephenson, the "father of the railroad", where players build a locomotive (click on arrow to the right). Using this game would differentiate the process.
1.2. Will loves music (playing and listening) and writing. He is very extroverted.
1.2.1. Strategy 1: Listening to and analyzing songs from the Industrial Revolution, which are about the change brought by scientific and technological development and new forms of energy. Example: "Pat works on the railway".
1.2.2. Strategy 2: Differentiate product. Will could write a song about the social, economic, and/or cultural changes being brought by scientific and technological development and new forms of energy.
2. Examples of different readiness levels
2.1. Jackson's reading level is below average.
2.1.1. Strategy 1: provide Jackson with reading material at a lower level. To prepare a jigsaw activity, students could be given different sources on the topic of the lesson, at different levels.
2.1.2. Strategy 2: Group Jackson with students whose reading levels are above average.
2.2. Shirin's readiness is above average.
2.2.1. Strategy 1: Jigsaw activities during which Shirin takes a more advanced role.
2.2.1.1. Example of a jigsaw activity that could easily be adjusted to this objective and grade level, and be differentiated for different levels of readiness [click on arrow]
2.2.2. Strategy 2: provide Shirin with materials at a higher level. In the jigsaw activity already mentioned, Shirin would be in one of the groups with advanced reading material.
3. Examples of different learning profiles
3.1. Gloria is a visual learner.
3.1.1. Strategy 1: Using visuals to differentiate process. Instead of giving a short lecture, I could use a video to give a brief introduction into the lesson, e.g. one of the great "World History Crash Courses" by John Green.
3.1.2. Strategy 2: Using visuals to differentiate content. Gloria would benefit from materials that doesn't only consist of text (e.g. a historical text source), but includes visuals like photographs and drawings of inventions.
3.2. Pedro is a kinesthetic learner.
3.2.1. Strategy 1: Differentiate product. Pedro could, for example, create a video in which he explains the topic of the objective. In a group product, he could even work with Will (see different student interests) to make a music video to his song.
3.2.2. Strategy 2: Roleplay. Students would be assigned groups, e.g. railroad workers, inventors, etc.; they would then discuss the effects they new technologies, scientific inventions, and new forms of energy has brought them.