Understanding By Design Lesson

Teacher: Meghan Keener Course: American History Grade Level: 10 th Grade Lesson Topic: Industrialization and Inventions Day of Unit: Eight

Unit: Migration and Industrialization Length of lesson: 40 minutes

Stage 1 Desired Results Content Standard(s):

Ohio Content Standards Grade 8:

IV. Economic Decision Making and Skills 22. Choices made by individuals, businesses and governments have both present and future consequences V. Production and Consumption 23. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. VI. Human Systems 13. The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.

National Standards for History in the Schools Grades 5-12:

Era 4 - Expansion and Reform (1801-1861) Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
Understanding (s)/goals Students will understand: The technological advancements of the late 19th century paved the way for the continued growth of American industry. Studying other cultures offers insights into Essential Question(s): How will the latest technology change your life? What is the American Dream? Can anyone achieve it? Does it mean something different to different people?

our own. Today the US has a world wide impact on mass culture. Analyzing history allows us to learn about ourselves and make informed decisions that shape our future. The only constant is change. Student objectives (outcomes): Students will be able to: American Identity: Students will understand the varying views of what it means to be an American, American exceptionalism, and the impact of regionalism on those views. Economic Transformations: Students will understand changes in American trade, commerce, and technology across time. Students will understand the impact of capitalist development, labor and unions, and consumerism on United States history. Stage 2 Assessment Evidence Other Evidence: - Discussion participation during class - Ability to work well with partner during scavenger hunt - Coming to class prepared - Staying on task and not using scavenger hunt as an excuse to goof around and act inappropriately Stage 3 Learning Plan Learning Activities: Procedure: 1) The teacher will lead the class in prayer. 2) The teacher will ask the students what is going on the America up to this point. What progress has been made? Why is it occurring now and not at an earlier point in time? What are some of the factors that contributed to the great progress? (2 min) 3) Introduce the students to the idea that industrialization is a big factor. Using a PowerPoint, the teacher will explain three major areas of industry that helped the country along: oil, steel, and inventions. (15 min) 4) The teacher will show the students a timeline of the major inventions of the late 19th century. (5 min) 5) After the PowerPoint is through, the students will be asked to find a partner. The groups will conduct a scavenger hunt around the campus to take pictures on their

Performance Task(s):

- The students will participate in a schoolwide scavenger hunt to see if they can find where the Industrial Revolution and inventions of the late 19th century impact us or are still in use today.

phones of where they believe the Industrial Revolution and progress in this era are benefitting us today. (12 min) 6) When finished, the students must return to the classroom and the last few minutes of class will be used to discuss what was discovered on the scavenger hunt. (5 min) Materials: Student notebooks and writing utensils Computer and projector Industry PowerPoint Inventions Timeline online Student phones or cameras

Homework: Discussion Board Post: What were three of the items that you found around St. Ignatius today that surprised you? Why? Does this make you appreciate the late 19th century any more? Read Chapter 14 Section 3 Work on projects

Accommodations for students with exceptionalities: This lesson was created with students that have ADHD in mind. The students with ADHD will participate in the lesson procedure with the rest of his peers. He will be expected to meet the same objectives and will be assessed along the same lines as everyone else. The reason that there will be little accommodations in this lesson for exceptionalities is because this lesson contains several different activities that should keep them engaged and moving around. Students with exceptionalities also should be assessed with the same high expectations as all the other students because there is little reason that they should not be able to meet them with a little effort. The teacher may partner a student up with an organized and trustworthy student for the scavenger hunt activity in order to prevent goofing off or unfocused searching around the school. The teacher may also print out the PowerPoint notes and hand them to the student when class begins so that the student has some direction to his notes and will be able to engage in the material easier.

Accommodations for Assessment Piece: If a student with a learning disability were to take this exam, I would provide several different accommodations for them. For example, if the student needs extended time, they will be permitted to use time before or after class to complete the exam. I also offer the ability for the student to take the exam on the computer or type it out if writing is a particular struggle for them (i.e. dysgraphia). It may be beneficial to read the test questions out loud to the student if reading is a difficulty they may face. I am open to whatever works best for the student!