Lesson Plan : New Industrial Age
Teacher Name: | Mr. Cheung |
Grade: | Grade 11-12 |
Subject: | Social Studies |
Topic: | The Age of the Railroads. The Expansion of America |
Content: | Transcontinental railroad Interstate Commerce Act George M. Pullman Credit Mobilizer Munn V. Illinois We will discuss the new industrial age that America experienced after 1877. |
Goals: | (2)The student understands economical changes in the United States from 1877-1898. The student will understand traditional historical point of reference in U.S. history from 1877 to present. |
Objectives: | (B)Analyze economic issues such as the growth of railroads. The student is expected to identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. |
Materials: | Textbook Railroad/Business worksheet Map of United States pre/post railroads. We will be using the projector. The lesson is to be presented in a PowerPoint format. |
Introduction: | Show a map of the United States before the Age of Railroads and then a map of the U.S after the Age of Railroads. The civil war is over and the country is becoming unified again. |
Development: | Discuss with the students the importance of railroads for westward expansion (business and people). Refer back to the map. Point out what cities/areas were connected by railroads. Teacher will engage in 20 minute lecture with the students. Important people will be discussed in this lecture including: Andrew Carnegie and the steel industry, JP Morgan and the banking industry, & Cornelius Vanderbilt and the railroads. |
Practice: | Students will get into groups and read a worksheet discussing the industries and businesses impacted by the railroad. The groups will then discuss the worksheet and fill out a questionnaire. After presenting the lesson, the students will complete a worksheet about Industrialization. |
Accommodations: | Gifted students who read at a higher grade level will not only discuss, but analyze the impact of railroads on business. Because the homework asks students to pull up documents from the the internet, students of poverty will be provided with the documents needed. For ELL students, they will be placed with a volunteer partner when being put in groups for the group worksheet. Special Education students will be provided with all the materials that is required for them. For homework, they may define the vocabulary term instead of analyze why the terms economically affected railroads. Gifted students will complete 2 essay questions about the topic. The students of poverty will be given extra time in class to work on their homework so that they have all of the resources avaliable to them at the school. The ELL students will be given pictures of important individuals and events so that they can better understand the information that is being covered. The pictures will cover everything that the English speaking students will be reading. Special ED students will receive modified notes with small word banks to help them match important individuals with their innovations. ADD students will have the same modifications as the students in poverty so that I can supervise that their work is being completed. |
Checking For Understanding: | Checking for understanding will take place throughout the lesson. During the group worksheet activity, I will be walking around to the different groups to check for understanding among the groups. During the "Development" lecture, I will also be walking around to make sure students are on task and open to questions to maintain understandably. I will give the students a small quiz to complete before the end of class so that I can test their knowledge of what I taught them that day. |
Closure: | briefly review the chapter vocabulary and discuss with students on how the railroads contributed to the New Industrial Age. I will recap what we learned to the students. I will tell that what will be most important to remember from the lecture, as it will be on the upcoming test. |
Evaluation: | The evaluation will be to grade the students homework to check for understanding on how railroads influences economic changes. The students will be tested over the entire unit at the end of the 6 weeks to check their knowledge of the material that was taught to them. |
Teacher Reflections: | Review the group worksheet and student homework. Check if the students work shows that they understood the lesson. |
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