Roaring Twenties Industrialization

Goals & Objectives

Students will understand the various technological developments of the early twentieth
century.
Students will understand and analyze the affects of many important technological
industrialization.
Students will complete the reading assignment about technological development.
Students will complete the foldable-guided reading assignment at 90% accuracy.
California State Content Standards
11.5.7. Discuss the rise of mass production techniques, the growth of cities, the impact of
new technologies, and the resulting prosperity and effect on the American landscape.
Common Core Literacy Standards
CCSS.Literacy-ELA.WHST.11-12.9 Draw evidence from informational texts to support
analysis, reflection, and research.
CCSS.Literacy-ELA.WHST.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.Literacy-ELA.RST.11-12.2 Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
Driving Historical Question
What were some major technological developments of the early twentieth century and
what affects did this have on society
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 10 min
Warm-Up Journal Activity- What technology do you use or rely on a daily basis? In what
ways would your life be different if this was never invented? These questions will be
displayed on the board and students will be given time to answer the questions
(approximately five minutes). The class will then discuss the questions by volunteering
answers or randomly calling on students (approximately five minutes).
Vocabulary (Content Language Development) Time: n/a
Vocabulary assignment would have already been completed. A vocab list would have been
passed out on the first day and should have been finished by the time of this lecture. Many
of the terms discussed in this reading will serve as review to the vocab sheet.
Content Delivery (Method of Instruction) Time: 10 min / 15 min / 10 min
BEFORE READING: the class will be given time to look over their vocabulary list. The class
will highlight the vocabulary that will be within the reading, which will be listed by the

instructor on the projector. By quickly gauging the students, the instructor will see if the
class needs time to complete the given vocabulary list. If incomplete, the class will have ten
minutes to work on the highlighted words. If the majority of the class has completed the
vocabulary, the class will quickly go over the list and move into creating the foldable. (10
minutes). Students will then follow instructions from the instructor on creating the
Identifying Main Ideas foldable (page 86), which will also be displayed on the projector.
The instructor will ensure students are creating the foldable correctly by walking around
the room, having a completed foldable, and helping any students who is in need.
DURING READING: Students will be given the opportunity to complete the reading alone or
with a partner. Students will be advised to read each paragraph, stop, reflect, and find the
main idea of each section.
AFTER READING: The class will work independently or with a partner to complete the
foldable. Each section will be describing the given industrial invention and its lasting
affects. The front flap will have the invention. The inside will describe who invented it,
what it is, how it works, what it affecting, and how it changed society.
Student Engagement (Critical Thinking & Student Activities) Time: 35 min
Students will be actively participating in the journal, vocabulary, reading, and foldable. As
previously described, the students will work with the class, alone, or with a partner.
Lesson Closure Time: 5 min (more or less)
Students will share, by volunteer or random selection, their ideas that were described in
the foldable and an overall reading review. The class will be instructed to finish the
foldable at home, if incomplete, and will be due the next day.
Assessments (Formative & Summative)
Formative: Progress Monitoring observation in vocabulary activity, reading, and work in
the foldable
Summative: Identifying Main Ideas foldable.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Reviewing Necessary Vocabulary ensures that students have completed the vocabulary,
correct student of any confusion, and prepares the class for the topic of the day.
Displaying Vocabulary and other Instructions helps students to be reminded of what the
class is doing and review it multiple times in a variety of ways.
Reading Alone or with Partner choice gives students the opportunity to be confortable and
supported with whatever they feel comfortable with.
Reviewing the reading allows students to review, which is always helpful for learning.
Also helps solve any confusion or issues with content.
More time to turn in the Foldable is always helpful for SSN and EL. It allows students to
focus on the content, instead of feeling rushed to finish on time.

Different reading assignments can be provided if the student has truly been struggling or is
far ahead in their reading skills. Something simpler or more complex can truly help the
student be challenged but not bored or overwhelmed.
Resources (Books, Websites, Handouts, Materials)
Computer, Projector, Textbook, supplemental reading, Paper, Scissors.