James Madison University College of Education

Social Studies Lesson Plan Format

Name: Laura Bionde Date: 9/21/16
Subject/Class: USII Grade Level: 7 Topic: Industry
Concept: Revolution
Essential Question(s):
1. What was it like to work on an assembly line?
2. How did inventions, like the assembly, make production easier?
3. Can you foresee any negative affects of this method of production?
Learning Goals:
Overarching Understanding: Students will understand that revolution has both positive and negative effects
LG 4.0 Students will identify reasons for big business growth.
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 assessment: formative

U: Students will understand that the assembly line affects Formative: discussion after simulation
production.
K: Students will know how an assembly line works Formative: simulation

D: Students will be able to experience life as an assembly Formative: Reflection sheet and Journal
worker. entry

D: Students will be able to reflect on their experience as Formative: Journal entry

an assembly line worker.

Instructional Plan:

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15
Type of activity; What the Teacher Will Do/Say:
timing
As students come in the teacher will be dressed as a person from the time period we are
studying. She will act very serious and make sure the students take it seriously. She will then
Hook read through an article explaining the assembly line as a review from the other lesson. Then the
10 minutes teacher will
The teacher will then provide a contract to each student. She will read through the contract
(includes no smiling, laughing, talking, taking breaks etc.) She will then have the class sign
this. After, they will receive their jobs. Groups will be in charge of certain parts of the Model T
Instruction car to put together. The purpose of the simulation is to demonstrate how much better you can
/Activity get at something if you do it over and over. This will help to show students how must faster the
20 assembly line made production, also making it cheaper. Students will eventually make
connections to negative working conditions. The teacher will guide a discussion and present
again the factors promoting big business and show how the assembly line was a major factor.
The teacher will then explain that the class is to write a letter home to a loved one or a friend,
Closure describing what their day was like working on the assembly line. The students should really
15 take on the role again and write from the perspective of a child worker. This will be collected,
and if not finished, completed for homework.
Preview next class: We know how inventions and innovations have made life easier,
and America better, but how do you think the assembly line would impact the world in
a negative way?

Materials Needed for the Lesson:

Assembly Line Materials: contracts, cars, role assignments and reflection sheet
Crayons/markers
Dress up outfit for teacher to act as boss

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

Adaption/Differentiation:
There is no individual reading for this lesson. Everything written will be
ELL/struggling read aloud.
readers

This lesson involves a lot of movement. Students will constantly be doing

ADHD something with their hands and will allow for ADHD students to remain
focused and not disengaged from the learning.
Gifted students will be asked to include more detail in the journal entry.
Gifted Their prompts will ask for more specific details about the job, including
terms to use and information to be included.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15