James Madison University College of Education

Social Studies Lesson Plan Format

Name: Laura Bionde Date: 9/21/16
Subject/Class: USII Grade Level: 7 Topic: Industry
Concept: Revolution
Essential Question(s):
1. What allowed big business to be so successful?
2. Why do monopolies form, and why are the bad?
3. How can we analyze a political cartoon in connection with big business?
Learning Goals:
Overarching Understanding: Students will understand that revolution has both positive and negative effects.
LG 4.0 Students will identify reasons for big business growth
LG 5.0 Students will interpret an industrial revolution-related political cartoon for meaning.

SOLs--summarize with heading number & letter:

USII. 4d: 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.

Your own written objectives (U/K, D, Values) Your assessment: formative

U: Students will understand that specific factors Formative: graphic organizer/near pod
contribute to making a business big.
K: Students will know the terms monopoly and Formative: graphic organizer/near pod
competition.

D: Students will be able to analyze political cartoons Formative: Analyzing Political Cartoon
relating to big business. Worksheet

D: Students will be able to categorize factors of industrial Formative: Closure activity card sort
growth and big business.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15
Instructional Plan:

Type of activity; What the Teacher Will Do/Say:

timing
The teacher will have a political cartoon on the projector as students walk in. Students
Hook have not has previous instruction on how to analyze cartoons, so they will most likely
not know what to do. The teacher will simply say to observe the cartoon, and take note
5 minutes of two things on a piece of paper that they think is interesting or that they think
connects to our unit of study. The teacher will ask students to hold on to their paper and
that we will learn the new material, and add to our lists as the class goes one.
The teacher will then go over the 4 reasons for big business growth through a PowerPoint
Instruction lesson and have students fill these in on the graphic organizer provided. There will be
20 embedded questions and chances for students to reflect on previous lessons that connect
to this topic. Within the topic of lack of competition, the teacher will begin talking about
the term monopoly and completion in relation to McDonalds. (Going over what
ingredients do they need to make it? How do they get these ingredients? Whom do they
compete with?) And connect this to the captains of industry and their businesses (why
these men were able to become as large as they did)

The teacher will then ask the students to recall what they wrote about the cartoon at the
Activity start of class. The teacher will ask for students to share what they thought at first, and if
15 now their views have changed. She will then provide a hand out for analyzing political
cartoons. The teacher will provide samples of cartoons that the students will analyze. She
will go through how to analyze a political cartoon with the class once and then students
will work with their clock buddy to complete the handout.
Students will take out their Chrome Books to complete a card sort containing 4 reasons
Closure for big business growth and the 4 factors for industry growth. Students will work
5 individually to sort the cards into the correct column on their Google draw document. The
teacher will ask students to complete the assignment before leaving class.

Materials Needed for the Lesson:

Political cartoons
Analyzing a Political Cartoon worksheet
Card Sort Cards
Graphic organizer
Near pod

Bibliography/Resources Used:
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewk
s_ushist1865-present.pdf

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15
Adaption/Differentiation:
For students who struggle with reading or are ELL, I will have many
ELL/struggling pictures to go along with both the new and old vocabulary. Pictures allow
readers students who may have a hard time reading the words, to remember the
terms in a different way. These pictures I show will be in the room
throughout the unit (as well as in their notes), so students have the ability
to refer back to them.
ADHD students will receive extra attention when analyzing cartoons. The
ADHD teacher will use probing questions to get students to think about the cartoon
and remain on task.
Gifted students will receive a more in depth cartoon analysis worksheet, as
Gifted well as a bonus cartoon to analyze.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15