Beruflich Dokumente
Kultur Dokumente
I Need:
class list printed (9)
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
If no chart paper holder, have students earn 2 points extra credit transferring the
smartboard notes onto poster paper during study hall
Binder paper, pencils
Timer, stop watch visible for students
Exit slip: Colored paper and cut out squares of primary sources
Students need: journal, textbooks, glue sticks, scissors, exit ticket sources, blank paper
PRINT:
https://docs.google.com/document/d/1x4OcrSt17jJ-s2nQPAwUyNVmCzcRBuLIYXPoX3qI4u8/e
dit?usp=sharing
OBJECTIVE: SWBAT determine the reliability of different sources.
Introduction: (2 minutes)
What they can expect from me: little lecturing, a few writing assignments, lots of partner work,
lots of discussions, to occasionally stop discussions to faciltate.
-for grades: I will keep track of people participating and that will go toward you classwork grade
for the day.
-Every day there will be a “Do Now” to begin class, I will put it up on the board and you will
begin when you get into class. It’s a short activity.
-short lecture, hopefully just 20 minutes
-partner work with reading and writing
-group discussion
-individual writing
-I will grade on the amount of effort in your writing and participating in discussions*
1. Partner work-->write reasoning for why one source is more reliable, (25
minutes)
3. Compile a list of what to look for while sourcing on poster paper
Exit slip: students groups of 3-put in order of reliability a list of primary sources about the
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
Binder paper, pencils
Timer, stop watch visible for students
Paper clips and hole puncher
Students need: markers, strip of paper, printed list of quotes on each desk, journal, binder
paper
OBJECTIVE: SWBAT understand when & how the Industrial Revolution in America began.
A. Pass out materials before class markers, strip of paper, printed list of quotes on
each desk
B. Students will write quotes into their own words on a strip of paper with colored
market. They will share out loud one by one the quote they chose. Option to read
their quote.
1. https://docs.google.com/document/d/1G6VHZ-RX1NkgaFnTbhxebCqCUdBn
SeRiv-2i-gwAX48/edit?usp=sharing
C. I will collect and make a chain form of the paper and hang outside the classroom
A. Timeline
1. New technologies
1. New technologies
A. Group work (3 people) fill out chart in their social studies journals
A. what/who
B. Vocab:
1. What’s the word for when people “come to our country” (Immigration)
2. What’s the word for when people “leave the country” (emigration)
3. What’s the word for when people move from one part of the country to
another? (mirgration)
4. Industrialists: a person involved in the ownership and management of
industry.
C. Andrew Carnegie
III. Exit ticket: Predict what the impact on the social classes of the US (10 minutes)
A. Turn-and-talk partner, pass out binder paper
B. Group discussion share
C. Turn in
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
Sticky notes
Binder paper, pencils
Timer, stop watch visible for students
Paper clips and hole puncher
Students need: journal, binder paper, textbooks, printed DBQ packets
DBQ PACKETS PRINT 1-7 PAGES*
OBJECTIVE: SWBAT determine the causes and effects of the Industrial Revolution using
different sources.
I. Do now: Write a letter to yourself to open on 8th grade graduation day. (10 minutes)
A. If not^^^ what do they need right now poster and sticky notes
A. Powerpoint
a. Causes
2. http://ww2.d155.org/pr/tdirectory/APetersen/Lists/19th%20%2020th%20C
entury%20World%20History%20Calendar/Attachments/96/Industrial%20
Revolution%20DBQ.pdf
negative?
Turn in packet
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
If no chart paper holder, have students earn 2 points extra credit transferring the
smartboard notes onto poster paper during study hall
Binder paper, pencils
Computers for each student
Timer, stop watch visible for students
Paper clips and hole puncher, staples
Students need: journal, binder paper, packets (from day 3), Print sources
OBJECTIVE: SWBAT distinguish among facts, opinions, and reasoned judgment in a text.
A. Define progress
revolution
III. start Ongoing Assessment: students write a brief paper addressing the following questions
CHQ: For whom did the Industrial Revolution represent progress, and in what repeats? For
1. Reading sources about: PRINT use notes and readings to answer prompt
a. Working conditions:
https://www.ducksters.com/history/us_1800s/working_conditions_industrial_revolution.p
hp
a. Women:
https://www.ducksters.com/history/us_1800s/women_industrial_revolution.php
b. Children:
https://www.ducksters.com/history/us_1800s/child_labor_industrial_revolution.php
Examined.)
-use packet, notes from day 3, textbooks, binder paper, print out outline
2nd paragraph: In what ways does the Industrial Revolution represent progress to you?
-collect papers and hold till the end of the unit—>students can use them to assess the
I Need:
class list printed
Smart board access, speakers
10 pieces of Chart/poster paper, something to hold the post up, places to hang the chart paper
Colored post-its
Binder paper, pencils
Timer, stop watch visible for students
Paper clips and hole puncher
Students need: journal, binder paper, pens, print outs of pro & con for child labor, jigsaw
prompt
OBJECTIVE: SWBAT identify how the employer-employee relationship has changed over time
Personal connection for students: What jobs have they had? What was the job? What was
rewarding about the work? What made it difficult? Who did they work for? What was their
relationship with that person? How did they feel about their employer?
1. Gallery walk: each poster is a question. They put post-it answers on each
2. Pass out materials print outs of pro & con for child labor, jigsaw prompt
3. Discussion: How had the employer-employee relationship changed over time? Where
would they go to find out? Who could they ask? (10 minutes)
1. Should children work? Pros & Cons using evidence from source
A. Go over prompt
B. Questions
C. What about their parents’ experience with work, and their grandparents?
E. Write on piece of binder paper notes from interview, with 3 specific quotes
https://firstindustrialrevolution.weebly.com/works-cited.html
I Need:
class list printed
Smart board access
Chart/poster paper, something to hold the post up, places to hang the chart paper
Timer, stop watch visible for students
computers
Students need: pens, journal, binder paper for response, debate instructions, sources printed,
jigsaw prompt, poster paper for jigsaw
OBJECTIVE: SWBAT debate if the employment conditions during the industrial revolution is a
-How does the language used help us understand who the author is?
https://www.npr.org/templates/story/story.php?storyId=89051115
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
Timer, stop watch visible for students
Students need: pens, journal, binder paper for response, jigsaw prompt, poster paper for jigsaw
OBJECTIVE: SWBAT debate if the employment conditions during the industrial revolution is a
fair comparison to undocumented immigrant’s working conditions today.
I. Do Now: Write about three realistic goals you would like to achieve in your lifetime (20
minutes)
A. In their journal
B. Share with partner, then share your partner’s goal to the class
C. GO OVER ANNOUNCEMENTS: jigsaw presentation due 3/2
D. Pass out materials (binder paper for response, jigsaw prompt & Packet--absent)
II. Finish debate: Students pair up with opposite side’s (20 minutes)
CHQ: Is is fair or accurate to compare the employment conditions during the Industrial
Revolution to the Undocument immigrants employment conditions today?
A. Share their notes with each other-->other side must write notes for opposite team
B. MODEL: sharing notes, writing notes, and how to repeat back the notes
after team finishes sharing.
III. As a group, discuss/debate the answer based on our evidence (15 minutes)
IV. Students write their own response to the CHQ using evidence (1 paragraph) (10
minutes)
V. Work on Jigsaw project (15 minutes) day 2
A. Students should be researching their topic and writing on their chart paper
VI. Pack up (5 minutes)
https://docs.google.com/document/d/1ZcM8EMjCE9Eo12LO3YglVzEGQtB2M8Wgh-tcp1qD-Ds/
edit?usp=sharing
Day 8: 90 minutes
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up, places to hang the chart paper
Timer, stop watch visible for students
Students need: pens, journal, binder paper for exit ticket/response, jigsaw poster paper
IV. Exit ticket: What Industrial Impacts do you see in your own community today (10 minutes)
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up
Timer, stop watch visible for students
Printed vocab list & video questions
Students need: pens, journal, binder paper, printed out poem, vocab of steam engine list, video
questions
OBJECTIVE: SWBAT build and understand the mechanics of a steam engine.
I. Do Now: read Poem The Express by Stephen Spender: (10 minutes) put paper on desk
minutes)
A. Creating a steam boat project for science: 3 boats race at a time, studying how
the valves work*
B. ½ class: Work on their initial Progress papers in light of the work they had done
(half class races boats, half does this)
1. share with peer for revision
2. Turn in
I Need:
class list printed
Smart board access, speakers
Chart/poster paper, something to hold the post up
Timer, stop watch visible for students
Students need: pens, journal, binder paper, textbooks
OBJECTIVE: SWBAT explain the basic tenets of capitalism & summarize the benefits of operating
I. DO NOW: If you were to be a teacher as your career, what would you teach? (10
minutes)
A. Timeline during the Industrial Revolution opened a big gap between the rich and
the poor. Business leaders believed that governments should stay out of
business and economic affairs. Reformers felt that governments needed to play
the trade of a nation and, historically, to maximize the accumulation of gold and
silver. Mercantilism was dominant in modernized parts of Europe from the 16th to
C. Capitalism:
http://www.coedu.usf.edu/main/departments/seced/webq/Social%20Studies/Econ
omics/Erika_Arellano/Erikas_Teacher_Page.htm
III. Gallery Walk: Groups research and present theorist (50 minutes)
“What is an example of Capitalism you’ve seen today? Or can you make up a scenario of how
Capitalism works?”
I Need:
class list printed
Timer, stop watch visible for students
Printed out quiz
Students need: pens, journal, binder paper
OBJECTIVE: Students will be able to describe what the Industrial Revolution is and who the
players are.
A. Students take notes on each technology for written response at the end
B. Written response:
C. For whom did the Industrial Revolution represent progress? For whom was it
damaging? (5 points)
-group work, group members grade each other on effort, participation, teamwork
-peers write a grade on how well they understand the technology product
Extra Activities:
-finish Ongoing assessment: students write a brief paper (3 paragraphs minmum) addressing
the following questions: (30 minutes)
1st paragraph: What do we mean by Progress?
2nd paragraph: In what ways does the Industrial Revolution represent progress to you?
Use examples of who experienced progress.
3rd paragraph: In what ways does it not?
Use examples of who DID NOT experienced progress.
-(EXTRA CREDIT) Analyze pictures (Observe, Reflect, Question) (20 minutes)
Child Labor: https://www.tes.com/lessons/Gs73RiKmOIm6ow/industrial-revolution
-Work on Jigsaw project
-Finish DBQ packet--lesson 3
-writing Prompts:
Complete this thought: “I wish I had paid more attention when…”
Do you have any dreams that recur? What is it? Why do you think you continue to have that
dream?
-https://www.tolerance.org/classroom-resources/tolerance-lessons/farmworkers-and-the-union-a
-lesson-from-viva-la-causapoverty-and-unemployment-exploring-the-connections
https://morningsonmaplestreet.com/2014/12/29/lalar-blanton/
-CHQ: is this a fair (or accurate) comparison?
Articles: DBQ
http://ww2.d155.org/pr/tdirectory/APetersen/Lists/19th%20%2020th%20Century%20World%20
History%20Calendar/Attachments/96/Industrial%20Revolution%20DBQ.pdf