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 Introduction
This page provides the overview for the first 8
days of a 32-day unit called "The United States Grows Up." The unit covers
five topics in U.S. History: industrialization, immigration, reform, imperialism,
and World War I. The unit is driven by a Central Question and five sub-questions.
For the purposes of this lesson, students will be assessed
on only the first sub-question: what factors helped to promote America's
huge industrial growth during the period from 1860 to 1900?
Before teaching this unit, you will need to prepare
two quizzes using any format and number of questions you wish. Each quiz
should assess the same information using different questions. One will
serve as the "Pre-Test" and the other as the "Post-Test." I have included
the quiz I used as the "Post-Test" as an example. For security purposes,
I have not included answers.
All links on this page will allow you to see the
different parts of the lesson individually. All of my documents were made
with Microsoft Office 2000. You will need compatible software to view them.
If you plan to teach any part of this lesson, I suggest you do so from
the Teacher Control Panel because it puts everything
you need right at your fingertips. Enjoy, and good luck.
Subject:
U.S. History
Topic:
Industrialization in America
Grade Level:
11
Student Lesson name and URL:
The Industrial Revolution
in America
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Eleventh Grade
U.S. History
This unit addresses the
following California
History/Social Science Content Standards for 11th grade U.S. History
(as written):
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. Know the effects
of industrialization on living and working conditions.
5. Discuss corporate
mergers that produced trusts and cartels.
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Students will be able to:
-
identify and describe each
of the 6 factors of production.
-
identify and understand the
importance of 9 inventions that fueled industrialization.
-
explain how the invention of
interchangeable parts led to the development of the assembly line.
-
describe how the assembly line
forever altered the manner in which goods are produced and the conditions
that workers faced in factories.
-
explain how industrialization
produced vast changes in American business practices.
-
practice their reading skills
and STAR test-taking strategies.
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Note: Links to all handouts
and transparencies are listed under "Assessment."
-
Introductory
Activities (Day 1 - approx. 50 minutes)
-
Give students whichever
quiz you have selected to serve as the "Pre-Test." Grade the quizzes in
class so students know their results immediately. Collect the quizzes and
record the grades.
-
The teacher then presents
the Central Question for the entire unit by writing it on the board: Was
the period from 1877 to 1920 a time of progress for the United States?
-
The teacher initiates
a discussion on the meaning of the word "progress" by asking students to
list every word that comes to mind when they hear the word "progress" (give
students 5 minutes).
-
Solicit the students'
ideas by writing their words on the board or overhead projector.
-
Students should write
down all of the suggestions in their notes.
-
From the students' suggestions,
come up with a working definition of "progress" and write it on the board
or overhead projector.
-
The teacher projects
a transparency entitled "Word Map" and instructs students on how to complete
it correctly.
-
Students write the class
definition of "progress" in the section of their Word Map called "Common
Definition."
-
Students then spend
15 minutes completing the Word Map.
-
Explain to the students
that they will have to write an essay at the end of the unit answering
the Central Question. The first step to doing so is understanding what
progress means.
-
Instruct students that
they will spend the entire unit collecting information that will allow
them to successfully answer the Central Question.
-
Project the transparency
containing Question #1 and its Historical
Context. Instruct students to copy the question in their notes. Read the
Historical Context as a class.
-
Assign as homework reading
in the textbook which gives students background on the beginnings of the
rise of industry.
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Introductory
Activities (Day 2 - approx. 50 minutes)
-
The teacher projects in front
of the class a brief Powerpoint presentation on the Factors
of Production.
-
The teacher solicits student guesses
as to what the next steps might be.
-
Students take notes from the presentation.
-
The teacher then hands out the
reading on the Age of Industry.
-
The teacher chooses a student
to read the first paragraph aloud. At the end, the student stops reading
and summarizes what s/he just read in one sentence. When the summary is
satisfactory, instruct the student to choose the next reader.
-
Once the reading is complete,
project the transparency entitled "Budget Tour." Explain to students how
to complete it correctly and allow them sufficient time to do so.
-
Assign as homework any textbook
background reading which discusses the changes that happened in the United
States as a result of industrialization.
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Enabling
Activities (Days 3-5 - approx. 50 minutes each)
-
Set up eight stations
before class begins. Each station should consist of a folder with the appropriate
handouts. A brief description of each station follows:
-
Station
#1 and #2 - Using the internet to gather information on 9 inventions.
This is the backbone of this CTAP lesson.
-
Station
#3 - Discussion of textbook information about the "robber barons" and
Gospel of Wealth
-
Station
#4 - Examination of a document describing the operation of American
factories
-
Station
#5 - Analysis of a graph about the growth of railroads
-
Station
#6 - Analysis of the Republican Party platform of 1860
-
Station
#7 - Discussion of a document describing the corporate policies of
Carnegie Steel
-
Station
#8 - Discussion of a reading about coming to America as an immigrant
-
Project the transparency
entitled "Station Activity
Directions" and go over it carefully with the class.
-
Divide the class into
8 groups.
-
Set the students to
work, allowing 15 minutes at each station.
-
On days 4 and 5, students
may start where they left off and you can skip to the last step.
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Enabling
Activities (Day 6 - approx. 50 minutes)
-
The teacher projects on the overhead
(or briefly explains) a description of Eli Whitney and his invention
of interchangeable parts.
-
We discuss as a class the impact
of the invention on the way things were manufactured (in other words, the
change from products being produced individually in small shops to large
scale manufacturing).
-
The teacher takes apart 2 compact
disc jewel cases, mixes up the pieces, and puts them back together to demonstrate
how interchangeable parts work.
-
The teacher then draws on the
board or overhead a simple picture of a car containing the following items:
body, wheels, doors, windshield, antenna, bumpers.
-
Students are given 5 minutes to
meticulously draw their version of the ideal car.
-
Students are divided into groups
of 4-5 and placed in rows (assembly lines). Designate one student in each
row as the starter and have him/her collect the ideal cars from his/her
row and choose the one he/she wishes to mass produce.
-
Explain the idea of an assembly
line and how it works, and then explain that the assembly line they have
formed will work together to produce as many cars as possible in 5 minutes.
-
Give each person in the assembly
line a specific task to draw and review how the process will work.
-
Offer the assembly line which
produces the most quality cars a bonus of some kind if you wish.
-
Give the starter an ample supply
of scratch paper.
-
Start the timer and begin the
simulation.
-
At the end, count the cars for
each group to determine the winner.
-
De-brief with a discussion of
the differences between producing something individually (the ideal car)
and on an assembly line (mass production).
-
Pass out the de-brief
worksheet.
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Enabling
Activities (Day 7 - approx. 50 minutes)
-
The teacher will project
a Powerpoint presentation detailing the "Rise
of Big Business" and how businesses were able to create monopolies.
-
Students will take notes during
the presentation.
-
Students complete the debrief
worksheet.
-
Pass out the Robber
Barons reading.
-
Have students read the selection
aloud.
-
Have students list each robber
baron and what he accomplished. Then they should write a short description
of each person and determine whether he was an example of progress.
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Culminating
Activities (Day 8 - approx. 50 minutes)
-
Tell students to write a paragraph
of about a page in length which answers Question #1. They should use all
of the information they have gathered from the readings, textbook, station
activity, and simulation to provide evidence to support their answer.
-
Group students in fours and have
them read the paragraphs to each other. Have each group choose the best
paragraph.
-
The author of the selected paragraphs
read them out loud to the class. Not only does this reinforce the efforts
of these students, but also allows the other students to hear the answer
to the question several times, thereby reinforcing the learning.
-
Students will use the paragraph
they just wrote as a study guide for the quiz the following day.
-
Project the overhead transparency
entitled "Review
Questions" and have students copy them down. Collect them before the
quiz the following day.
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Culminating
Activities (Day 9 - approx. 50 minutes)
-
Set up the room for a Jeopardy!
review game. I usually use 3 teams.
-
Explain how the game works.
-
Access the online Jeopardy! game
and project it on a TV or screen.
-
Play and enjoy.
-
Give students the quiz you chose
to be the "Post-Test."
-
Record their results and compare
them to the results of the "Pre-Test."
*NOTE: My review questions,
Jeopardy game, and Post-Test cover immigration as well as industrialization.
They are intended as examples only.
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Since these are the first
nine days of a much longer unit, these activities do not include a culminating
project, essay, or test. The main assessment tools I used were the homework,
worksheets, Jeopardy! review game, paragraph, review questions, and quizzes.
These gave me strong indications of what students had learned to this point.
Students will write an essay
at the end of the entire unit answering the Central Question.
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Results
The results and analysis of
this lesson are shown below, and have 3 parts:
1) Reflection
and Adaptation
2) Excel
spreadsheet of pre and post test results
3) PowerPoint
Presentation of results
I taught one U.S. History class
during the 200-2001 school year, and we completed this unit as the first
unit of second semester, approximately the month of February. I would describe
the class as average academically, with two stars. They are very amenable
to new things and they seemed engaged with the unit. Check out the above
links for more detail.
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Web Resources
& Supplementary Materials
Resources
Images
Information
-
Compton's Multimedia
Encyclopedia
-
Student textbook
Supplementary Materials
- Documents and transparencies
Introductory
Activities
Enabling Activities
Culminating
Activities
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School
Location: San Jose, CA
Your Name
and e-mail address: Brad Marchand (marchandb@exchange.esuhsd.org)
Last Revised:
06/01/2001 |
