James Madison University College of Education

Social Studies Lesson Plan Format

Name: Laura Bionde Date: 9/20/16
Subject/Class: USII Grade Level: 7 Topic: Industry
Concept: Revolution
Learning Goals:
Overarching Understanding: Students will understand that revolution has both positive and negative
effects.
LG 3.0 Students will identify factors that promoted industrial growth in America.
Essential Question(s):
1. What impact did inventions have on farms?
2. Why did people decide to move to the cities?
3. How does mechanization impact every day life?
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 formative assessment

U: Students will understand why cities became
industrialized.
K: Students will know the term mechanization.
Formative: Group presentations on
decisions made during activity. Teacher
will take note if they hit all discussion
points.
Formative: Bell Ringer discussion

D: Students will identify factors that promoted industrial Formative: Exit pass on Padlet
growth in America.

Instructional Plan:

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

timing
The teacher will begin each class by having the students answer their Bell Ringer question in
Hook their Bell Ringer notebooks.
5 minutes
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/15
 The teacher will explain that students will be getting into groups of 3 to put themselves back in
Practice time to make some important decisions. The teacher will group students according to a pre-
20 arranged plan discussed with CT. Before students get in groups, the teacher will explain that
each group will receive a description of a family or a person, who they are to pretend to be.
Their job is to read the write up, and answer the following questions through a group
discussion and be prepared to share with the class. The teacher will make sure students are to
imagine they are in that situation, and really think what would be best for them at that time.
After each group has determined what they will do, the teacher will ask groups to share their
decision. The teacher will make sure the discussion preparation questions are answered in
discussion. The teacher will keep track of who is moving to the city, taking new jobs, and who
chose to stay on the farm and work. After sharing, the teacher will explain that most people
would have chosen to move to the city. With new inventions, farms needed fewer workers, and
cities became extremely prosperous.
Instruction After discussing situations, the teacher will provide the class with a handout to take brief notes
15 based on a Nearpod
Closure As an exit ticket, students will be asked to select the factor they believe is most important to the
5 growth of industry and explain why it is the most important.

Materials Needed for the Lesson:

Chrome Books
Exit Ticket
Note Guide
Situation write ups for activity
NearPod lesson
Bibliography/Resources Used:

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

Adaption/Differentiation:

For both my ELL student and my other struggling readers, I will group
ELL/struggling them with students who will be able to guide them through the readings for
readers the activity. This way students who are struggling to read can listen and
follow along as another stronger reader presents the information.
This lesson will cater to ADHD students because I will allow students
plenty of opportunities to get up and move around the room. I will not take
ADHD the whole period to lecture. The NearPod lesson is interactive allowing for
students to be switching up how they are receiving the information (video,
questions, surveys, notes)
Gifted students will be able to add more details to their exit pass. They will
Gifted also be grouped with lower level students so that they can teach.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15