Lesson Plan

Teacher: Chris Engstrand Topic: Industrial Revolution Time Frame: 60 minutes Class: 2nd period U.S. History Number of Students: 5 Students with IEPs: ALL Date: April 3-6, 2012 KDE Academic Expectations: Academic Expectations 2.20- Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Core Content for Assessment:
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world and United States History SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.

Context- This lesson is part of the unit on urbanization and industrialization. We are beginning the unit. There will be a comprehensive unit ending quiz/exam (summative assessment). Independent Work: (5) minutes- Sponge/Bellwork Question: How did the Industrial Revolution impact the Farmer? Guided Purpose (Essential Question) How did major changes during Industrial Revolution impact the United States politically, socially, and economically? Learning Target: I

can evaluate how new technologies in steel, transportation, and communication led to the expansion and growth of industry in the United States
Historical Perspective • I can explain what laws and inequities were created as a result of the working conditions imposed by the large business owners Culture and Societies • I can describe how life in the countryside changed as the result of people moving to cities. Geography • I can use primary and secondary sources to analyze the economic boom that came as a result of the IR. • I can explain how cultural differences emerged as the wealthy class began to separate from the middle class. Government • I can identify the rights attained by factory workers as a result of Unions and wage laws came into effect. • I can compare and contrast the American way of life for women and men during the IR. Economic • I can describe the implications IR had on the development of the class system in America. • I can describe the effect IR had on the agricultural development of the US in the early 20th century. Authentic Engagement (35) minutes A. Notes. B. Vocabulary- Key vocabulary (DEED) method Closure/Consolidation (5) minutes Exit Slip/Daily Accountability Slip- How were children viewed by factory owners?

Created by Chris Engstrand, Fairdale High School

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