Social Studies SIOP Lesson Plan

Teacher: Kennedy
Site: Roskruge
Time Required: Week 26 of School year
Grade: 7

Unit/Theme/Title
Industry

Standards
Strand 1 American History
Concept 7: Emergence of the Modern United States
PO 1. Examine the reasons why people emigrated from their homelands to settle in the
United States during the late 19th century.
PO 3. Discuss how the Industrial Revolution in the United States was supported by
multiple factors (e.g. geographic security, abundant natural resources, and innovations in
technology, available labor, and global markets).
PO 4. Discuss the relationship between immigration and industrialization.
PO 5. Analyze the impact of industrialization on the United States:
a. rural to urban migration
b. factory conditions
c. unions
d. influence of big businesses
PO 7. Describe how innovations of the Industrial Revolution (e.g., manufacturing,
textiles, transportation, and improvements) contributed to U.S. growth and expansion.

Content Objective(s) Students will describe the industrial revolution. Students will
analyze Americas role in it. Students will connect inventions with their role in advancing
industry. Students will discuss Henry Fords contribution to manufacturing. Students will
discover how monopolists changed business
Key Vocabulary Materials Notebooks, , Video quizzes, Textbook
Urban, rural, factory,
union, big business,
industry ,natural
resources,

Technology Integration
Computer
Promethean board
Google Earth website,Brainpop.com
Industrial factory sound effects
Active Responses
DVD Railroad Barons

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Preparation Building Background
TCW do a KWL chart to determine what background the students have.
Lesson Plan Acronyms- TSW-The students will, TTW the teacher will, TCW the class will

EEI Component-**All lessons include an Anticipatory set and Closure** Congruent to

the Objective

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Application/Practice

Day1- Students will watch Channelone news for the weeks current events. TTW use google
earth on the Promethean board to discuss stories and find their locations. Students will
watch a brainpop.com video on George Washington Carver and one of the assembly line.
Students will work cooperatively to answer the 10 quiz questions for each brainpop.
Students will use the active response devices to send their answers to the board. Boleto
Para Salir

Day 2 Students will complete the ELA benchmark assessment on the laptops.

Day 3 - TSW write the date and the bellwork question in Spanish.Students will answer
the bell work question on the board . TCW discuss the various answers. The class will be
divided and the desks will be moved into 2 rows of 10. TTW have the students draw a doll
like the one on the Promethean board, in their notebooks. TTW read some historical
background on the assembly line and show images of the 1913 Ford assembly line. Each
row will be an assembly line. Each will compete against the other for the most completed
papers. Industrial sounds will play as each member of the line produces a different part of
the doll. TTW walk up and down the line making students produce more, and replacing non
producing workers. After the exercise, TTW make a t chart. Students will draw a t chart on
page IND 4 of their notebooks. TCW compare our experience with the real thing. Students
will be asked ticket out the door Boleto Para Salir questions as the collect their backpacks
and wait for the bell.

Day 4 - Students will write the date and bell work question in Spanish. Students will
answer the question and the class will discuss the various answers. TSW complete a
vocabulary 4 square in English and Spanish. The words are: Monopoly, Trade Union,
Philanthropy, Corporation and Stock. Boleto Para Salir

Day 5- TCW will Channelone news and use Google Earth to review the location and stories
mentioned in current events. TCW popcorn read from the textbook about big business,
pages 567-571.

Review/Assessment
This week the bell works will serve as informal assessment. Notebooks will continue to be
graded for completeness and content mastery. Assignments will be collect and graded.

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