James Madison University College of Education

Social Studies Lesson Plan Format

Name: Laura Bionde Date:
Subject/Class: USII Grade Level: 7 Topic: Industry
Concept: Revolution
Essential Question(s):
1. How were peoples lives different during the industrial revolution?
2. What impact did different groups of people have on the industrial revolution?
3. How can revolution have both positive and negative outcomes?
Learning Goals:
Overarching Understanding: Students will understand that revolution has both positive and negative effects.
LG 7.0: Students will compose a script as a person alive during the industrial revolution.
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.
USII. 4e: The student will demonstrate knowledge of how life changed after the Civil War by
e) Describing the impact of the Progressive Movement on child labor, working conditions

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

U: Students will understand that people led very different Formative: Script
lives during the industrial revolution.
K: Students will know the roles of different people Formative: Script
during the industrial revolution.

D: Students will be able to compose a script for a Formative: Script

conversation.

D: Students will be able to take on a role of someone Formative: Script

during this time period.

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 go over the photo analysis from the previous class. She begin class with a Bell
Ringer asking why was child labor necessary/and effects of child labor. This will lead into a
Hook discussion about the primary source photos around the room. The teacher will ask students to
point out photos that stood out to them as significant/memorable.
10 minutes
The teacher will introduce the performance assessment, and Industrial Revolution Dinner
Party. The teacher will have already set up the dinner table in the front of the room. She will
Instruction hand out the invitations and a playing card that determines the role each student will take on.
13 minutes The teacher will then explain step by step the directions for completing the performance
assessment.
Activity
20 minutes Students will take 5 minutes to research their assigned person. They will then meet with their
dinner date to write their conversation script together. They will share a Google document so
that they can both write and respond to the questions.

Closure
2 minutes The teacher will explain students should come prepared with their scripts to tomorrows class
and be ready to present.

Materials Needed for the Lesson:

Chrome books
Playing cards
Invitations
Direction sheet
Table, table cloth, fake candles, plates, vase and fake flowers
Bibliography/Resources Used:
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewk
s_ushist1865-present.pdf
Adaption/Differentiation:

ELL/struggling Struggling readers will be paired with someone who is of a higher level.
readers
ADHD students will be able to remain focused during this lesson because
ADHD they will be constantly doing something. They will be researching,
discussing, and writing.
Gifted students will have the opportunity to work with students who may
Gifted struggle with reading or the content. This way they will have the chance to
explain/teach to others. They have the opportunity to be creative in their
writing and really show their understanding of both content and writing
skills.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/15
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/15