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Growth of an Industrial and Urban America

Grade(s):
9th-10th

Subject(s):
Social Science/History

Length of Lesson:
Two lecture periods

Lesson Overview/Rationale:
Students will break down into groups. The role of each group is to try and learn as much information
from each station before the last 20 minutes of class. Students will compete to see which group retained
the most information at the end of each lecture period.

Curriculum Framework/Standard: 6.1.1


“Factors in the American Industrial Revolution – Analyze the factors that enabled the United States to
become a major industrial power. “

Page 41

Learning Objectives:
 Students will be able to understand the term Reconstruction and its role in the Industrial
Revolution
 Students will be able to identify important industrial leaders and the roles they played
 Students will be able to identify the 3 major technological advancements that pushed America
forward in the Industrial Revolution
 Students will be able to understand the increased labor migration and immigration.

Technology Uses:
 Computer
 MS word Software
 Internet

Materials:
 Flash cards
 Maps
 Colored pencils
 Computer paper
 Rulers
 Erasers
 History book

1
 Note pad
 Pen
 Pencil

Procedure:
1. Students will be broken down in to 4 groups
2. Each group will start with its own objective
3. The students in each group will assist each other, along with the assistance of the instructor, on
each learning objective
4. Student 1 will start by using flash card with key terms
5. Student 2 will be drawing maps of the of the land in which America possessed during the
American Revolution
6. Student 3 will be using power point to understand how migration and immigration affected and
shaped America
7. Student 4 will use their text books to learn about the major industrial leaders and the role they
played

Assessment:

 Students will stay in their respective teams and have a quiz at the end of each session to
evaluate how much was learned
 Each group will be evaluated on the response they gave as a team.
 The group with the most points at the end of the class wins

1
Below Standard Meets Standard Above Standard Exceeds Standard
0-3 3-5 5-7 7-10
Reconstruction
during the Has a minimal-to- no Has a basic understanding Has an above average Student Exceeds the
understanding of the terms of the term Reconstruction understanding of the understanding of the term
Industrial Reconstruction and its role and its role during the term Reconstruction and Reconstruction and its role
Revolution during the Industrial Industrial Revolution its role during the during the Industrial
Revolution Industrial Revolution Revolution

Industrial leaders
Student has minimal-to-no Student could only identify Student has an above Student was able to identify
understanding of the one or two of the Industrial than average all Industrial leaders and
Industrial leaders and their leaders and their roles understanding of the their roles
roles Industrial leaders and
their roles

Technological
Advancements Student has minimal-to-no Student was able to Student was able to Student was able to identify
understanding of the identify one the identify most of the all the technological
technological advancements technological technological advancements
advancements advancements

Immigration and
Migrations Student has minimal-to-no Students were able to Students were able to Students were able to
understanding of where identify some of the identify most of the identify where all
immigrants and migrants location where immigrants where immigrants and immigrants and migrants
came from and were unable and migrants came from migrants came from and came from and were able to
to locate where they came and with some or no had little to no locate them on a map.
from on a map assistance could locate difficulties locating them
them on a map on a map

Comments: Total: /40

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