Goals & Objectives
Students will comprehend and acknowledge the effect of big business and monopolies during the Industrial Revolution era.
Students will demonstrate their comprehension of the section of the textbook chapter by finishing a concept map (graphic organizer) and discussing their results in small groups.
Students will demonstrate their comprehension of the section of the textbook chapter by finishing a concept map (graphic organizer) and discussing their results in small groups.
Content & Common Core Standards
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.1. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
11.2.2. Trace the effect of the Americanization movement.
11.2.3. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
11.2.4. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
11.2.5. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
11.2.2. Trace the effect of the Americanization movement.
11.2.3. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
11.2.4. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
11.2.5. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
Lesson Introduction (Hook/Access Prior Knowledge)
Students will be introduced to the topic of industrial revolution via a short clip
Vocabulary (Content Language Development)
Content Vocabulary Academic Vocabulary People & Terms to Identify
Gross National Product Practice Alexander Graham Bell Entrepreneur Distribution Thomas Alva Edison
Laissez-faire Concept Pacific Railway Act Corporation Andrew Carnegie
Vertical Integration Samuel Gompers
American Federation of Labor
Horizontal Integration
Monopoly
Marxism
Industrial Union
Closed Shop
Student vocabulary will be integrated throughout the reading lesson. Teacher will support students will vocabulary development not only through the student engagement activity but also through class discussion prior to the reading lesson.Key terms will be addressed within student engagement activity. Students will need to define Content Vocabulary before beginning on student engagement activity. Students will have to use academic vocabulary throughout their student engagement activity. People and Terms with need to be identify and properly placed within their student engagement activity.
Gross National Product Practice Alexander Graham Bell Entrepreneur Distribution Thomas Alva Edison
Laissez-faire Concept Pacific Railway Act Corporation Andrew Carnegie
Vertical Integration Samuel Gompers
American Federation of Labor
Horizontal Integration
Monopoly
Marxism
Industrial Union
Closed Shop
Student vocabulary will be integrated throughout the reading lesson. Teacher will support students will vocabulary development not only through the student engagement activity but also through class discussion prior to the reading lesson.Key terms will be addressed within student engagement activity. Students will need to define Content Vocabulary before beginning on student engagement activity. Students will have to use academic vocabulary throughout their student engagement activity. People and Terms with need to be identify and properly placed within their student engagement activity.
Content Delivery (Method of Instruction)
Students will be given a section of the chapter on Industrial Revolution and need to complete the student engagement below. Students will need to be engaged in reading. Prior to reading the section students will need to re-write the big idea into their own words. As students read the chapter they will be able to define the content vocabulary.
Students will first re-write the big idea of the chapter section they are given into their own words. Students will then define the content vocabulary and use both content vocabulary and academic vocabulary in their graphic organizer. Students should also demonstrate their comprehension of important people and terms by inputting them into the graphic organizer as well.Graphic organizer: Causes and Effect. Students will list three causes that led to the United States becoming industrialized. Students will need to integrate content and academic vocabulary, as well as, important people and terms.
Student Engagement (Critical Thinking & Student Activities)
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Students will first re-write the big idea of the chapter section they are given into their own words. Students will then define the content vocabulary and use both content vocabulary and academic vocabulary in their graphic organizer. Students should also demonstrate their comprehension of important people and terms by inputting them into the graphic organizer as well.Graphic organizer: Causes and Effect. Students will list three causes that led to the United States becoming industrialized. Students will need to integrate content and academic vocabulary, as well as, important people and terms.
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Lesson Closure
Students will be able to discuss their graphic organizers the last ten minutes of class prior to turning in the student engagement assignment.
Assessment (Formative and Summative)
Formative assessment will include the student engagement activity (graphic organizer) for the section of the chapter. This will be formally graded and based on independent work even though students had the opportunity to work in small groups. Will be graded on an A to F scale. Summative assessment will be a comprehensive exam for the entirety of the chapter. Individual based assessment examining each student’s comprehension of the overall standard.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
Depending on the accommodations of these students the teacher will handout the lost of vocabulary terms with definitions and pictures and have these students work with a partner when necessary.
