Dept.

of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/13
James Madison University College of Education
Social Studies Lesson Plan Format
MSSE 470Dr. Cude

Name: Michael Carmolingo Date: 11/4/13
Subject/Class: History Grade Level: 7
th
Topic: Captains of Industry

Essential Question(s)/Big Ideas* Were the captains of industry interested in helping the American
people, or helping themselves? How can monopolies negatively impact a country? How did the
captains of industry positively impact the American people/economy? Who were the captains of
industry and why were they so important?


SOLs/Standards addressed (# & letter):
USII.4 The student will demonstrate knowledge
of how life changed after the Civil War by:
d) Explaining the impact of new inventions, the
rise of big business, the growth of industry, and
life on American farms.

NCSS Strands addressed:
People, places, and environments; Time,
continuity, and change.

*Can be unit focused rather than lesson specific, broad in scope; questions worth pursuing which often relate to the
students lives in some way. THESE MUST BE REAL WORTHWHILE QUESTIONS to discuss, not trivial or right
answer type questions.

Learning Outcomes/Objectives & their assessment chart: [Use either U,K,D,V (Value); or cognitive
[content], skills, & affective. Label and number them.]

Learning Outcomes/
Objectives:
Assessment: How will you know they
know?
U/K 1: SWBAT
Students will know who the
captains of industry were and
what businesses they worked
for.

Students will know this through class
discussion and answering the essential
questions presented before class.
U/K 2: SWBAT
Students will understand that
monopolies caused problems
throughout the United States.


Students will understand this by viewing
political cartoons from the time period
and being exposed to the way people
responded during this time period.
D 1: SWBAT
Analyze political cartoons and
peoples accounts of what these
cartoons actually stood for.
The students will be asked to discuss in
the groups what the political cartoons
signify and explain to the teacher the
significance as well.
D 2: SWBAT A class discussion will be held and the
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/13
Create opinions on the
significance of the political
cartoons and critically think
about the current subject.
students will be asked to describe the
importance of the political cartoons and
the role they played at this time period.
D 3: SWBAT
Understand the position small
businesses were put in because
of the captains of industry.
The students will participate in a grasp
activity and will listen to the teacher
explain what happened to smaller
businesses due to monopolies and the
Captains of Industry.
V 1: SW
The students will develop group
work skills and will appreciate
the opportunity to hear the
viewpoints of their peers.
The teacher will observe the group
activity and will open the class up for
discussion.


Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions which a substitute
teacher should be able to teach from. Include movement opportunities and student-directed learning.
Higher Blooms questions should be included. Plan and write out your transitions. THIS IS a SCRIPT of
what you will teach.


Lesson Components & Time
Frame
(examples)
What the Teacher Will Do What the Students Will Do
(Anticipatory Set 5 min. The teacher will display the essential
questions on the board/read them aloud to
the class and will have an open discussion
on them.
The students will listen to the
teacher read the essential
questions to them and will
answer them out loud to the
teacher and receive a further
explanation on them.
Hook 7 min. The students will be given a grasp activity
in which the class will be sent back in time
to the 19
th
century to be small business
owners. They will be put into a hypothetical
situation in which their businesses are at
stake because large businesses run by the
captains of industry are trying to shut them
down.
The students will read the
grasp activity or listen to the
teacher read it aloud. They will
then have the opportunity to
explain what they would do if
they were put into these
situations. They will have the
opportunity to connect the
lesson with their lives.
Introduction 10 min. The teacher will give an explanation on the
captains of industry and explain to the
students the good they did for the country
and the bad they did.
The students will listen to the
teacher and ask any questions
that they have.
Group work 20-25 min. The students will be shown several different
political cartoons on the smart boards. In
their groups they will have the opportunity
to discuss what they believe the picture
stands for. The students will be shown
several different pictures and at the end the
The students will observe the
political cartoons dealing with
he captains of industry and
will work in their groups to try
and determine what the
cartoons are trying to portray.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/13
teacher will hold an open discussion to see
what each group came up with for the
pictures.
They will see several different
cartoons and will be asked to
explain their thoughts to the
entire class.
Class Discussion
10 min.
The teacher will hand out graphic
organizers to the class for them to fill in any
new information they learn about the
cartoons. The teacher will open up the room
for discussion and hear what the students
believe each political cartoon stands for.
The teacher will then critique what the
students have to say and clarify any
information that may be left out.
The students will discuss their
answers out loud to the class.
They will also fill out the
Graphic organizer they
received from the teacher to
write down any new
information on the cartoons
they receive from the teacher.
Direct Instruction 10 min. The teacher will bring the class back
together and go over the significance of the
political cartoons and the effects they had
on Americans at the time. He will also
explain the importance of men like
Carnegie, and Rockefeller.
The students will listen and
answer any questions that the
teacher has for them. They will
also ask questions on any
information they do not
understand.
Closure 5 min.) The teacher will recap what the class went
over that day and answer any questions the
students have.
The students will ask any
remaining questions that they
have.

Materials Needed for the Lesson:

References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6
th
edition for citation format.

- Our America: 1865 to the Present
- A History of US: An Age of Extremes 1880-1917