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Fall Lesson Plan Template.
NCSS Ten Themed Lesson Plans Cover Sheet
Partners: Mike Giancola and Paul Grinups
Please complete the checklist below and submit as the cover page of your project
submission.
Print copies of all lesson plans. You MUST have one lesson that fits each
standard.
Arrange lesson plans in order by standard. (If your lesson includes more than
one NCSS standard, then choose the standard that is MOST appropriate for the
lesson.) See the chart below for the order.
List your lessons by major standard. In the notes column, please indicate
which lessons feature special requirements: SCIM-C historical analysis
scaffold; trade book; Library of Congress Digital Collection e.g. broadsides,
Chronicling American Newspaper collection;
explanation/significance/causation cards, Adol. lit and reading/writing
strategies, structured academic controversy; religion lesson, media lesson,
history alive or lesson used in the field; frames and concept mastery, Web 2.0.
NCSS Standard
I. Culture
Lesson Title
Special Notes
II. Time, Cont, Change
III. People, Places, Env
IV. Ind Dev and
Identity
V. Inds, Grps, & Inst
VI. Power, Auth, &
Gov
VII. Prod, Dist, & Con
The Industrial Revolution: Modernizing the
American Economy
VIII. Sci, Tech, &
Society
IX. Global
Connections
X. Civic Ideals & Prac
Each group should complete the rubric for each individual lesson plan (either
jointly or separately). See the course assignment document.
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Fall Lesson Plan Template.
Title: The Industrial Revolution: Modernizing the American Economy
Lesson Author: Mike Giancola and Paul Grinups
Key Words: Modernization, Industrial, Assembly Line, Factory System,
Laissez-faire capitalism
Grade Level: 11th Grade US History
Time Allotted: 45 min
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
It is essential for students to understand the progression of the American
economy. During the Industrial Revolution, the American economic system
moved from a primarily agrarian form to one that became modern and
industrialized, the first steps in what created the massive and successful
American economy of today. By examining such innovations of the factory
system and assembly line, students will gain a better understanding of the
progression of the American economy, one that moved away from the
cottage/agrarian system to one that flourished under the factory system.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
The Industrial Revolution and the modernization of America’s economy is
essential for students to understand in order to conceptualize how the
change from an agrarian economy to an industrial economy positively
affected the American economy, setting it on a path that eventually made it
the world’s most successful economy. Some prior knowledge that will be
brought into the lesson:
1. America, before the Industrial Revolution, was a mostly agrarian
society that focused on the growing and selling of cash crops.
2. The Great Migration in the 1920s sent many people from rural areas
of the country into cities, establishing a large labor force in cities that
would eventually fuel factories.
3. An explosion of new inventions prompted new forms of production,
distribution, and consumption of goods within the economy.
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Fall Lesson Plan Template.
Key Concept(s) The key concepts that are to be taught at length in this
lesson (in question form) include:
1. How did new inventions such as the assembly line streamline
production and increase consumption/distribution of goods in the
American economy?
2. What fueled the change from a primarily agrarian economy to an
industrial one in America?
3. What did the economic change mean for America in the future?
4. How did life for the American worker change along with the move to
a more industrialized form of economy?
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme #7 – Production, Distribution,
and Consumption. Because people have wants that often exceed the
resources available to them, a variety of ways have evolved to answer such
questions as: What is to be produced? How is production to be organized?
How are goods and services to be distributed? What is the most effective
allocation of the factors of production (land, labor, capital, and
management)? In schools, this theme typically appears in units and
courses dealing with economic concepts and issues.
SOL* : VUS 8b) The student will demonstrate knowledge of how the
nation grew and changed from the end of Reconstruction through
the early twentieth century by describing the transformation of the
American economy from a primarily agrarian to a modern industrial
economy and identifying major inventions that improved life in the
United States
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Fall Lesson Plan Template.
Essential Knowledge
(minimum for SOL Resource Guide)
Reasons for economic
transformation
 Laissez-faire capitalism and
special considerations (e.g.,
land grants to railroad
builders)
 The increasing labor supply
(from immigration and
migration from farms)
 America’s possession of a
wealth of natural resources
and navigable rivers
Essential Skills
(minimum for SOL Resource Guide)
 Empathize with factory
workers, understanding and
experiencing the extreme
working conditions of the
factory worker
 Apply the knowledge gained in
previous lessons (Great
Migration, economic
characteristics of America
before the Industrial
Revolution, etc.) to understand
the factors and events that
brought about the Industrial
Revolution
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
What are the differences between an agrarian-based economy and an
industrial-based economy?
What is industrialization?
What does it mean to be modern? What are the characteristics of a
modern society?
The day’s big question:
How did the assembly line streamline production while simultaneously
affecting distribution and consumption?
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
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Fall Lesson Plan Template.
Obj. 1 Understand how the use of the assembly line in factories
revolutionized the American economy during the Industrial Revolution in
terms of production, consumption, and distribution
Obj. 2 Empathize with the lives of factory workers, and the intense working
conditions they worked under while the factory system was the prevailing
production method for the American economy.
Obj. 3 Conceptualize the positive and negative effects of the assembly line,
as well as how it compares to the cottage system.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Exit Slip: The students will answer the following questions
on an Exit Slip at the end of class, which will then be turned in as they
leave to be graded:
1. How did you feel during the assembly line activity, and how similar
do you think your feelings were to the feelings of factory workers in
the 1930s?
2. Why does specialized labor, where one person is trained to do one
job over and over again like in an assembly line, increase the rate of
production?
3. What is one positive and one negative aspect of the assembly line?
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Fall Lesson Plan Template.
Materials: Historical Source(s): List
here and include copies in materials section below
 PowerPoint presentation to guide
the lesson (Material A)
 Markers for the students to draw
with
 Paper for the students to draw on
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Additional Materials/Resources:
List here and include copies in materials sectiontextbooks etc page numbers, websites etc
 Website where the video for the
lesson can be found:
http://player.discoveryeducation.com/
index.cfm? guidAssetId=A5DE5E190430-4AD4-A572-2CEDCBC84F34&bln
FromSearch=1&productcode=US#
Fall Lesson Plan Template.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
Students will come into class and answer the following prompt:
LIST DIFFERENT PLACES AND FORMS OF ASSEMBLY LINES YOU SEE OR
KNOW OF TODAY
2) Instructional sequence:
Obj #
See
above.
Just do
it.
Processing Activity and Procedure –include
directions, question frames, assignment details, to be
given to students (these should all be made into
explicit materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when appropriate
and time estimates
Students will come into class and answer the
following prompt:
LIST DIFFERENT PLACES AND FORMS OF
ASSEMBLY LINES YOU SEE OR KNOW OF TODAY
Check for Evidence of
Understanding
-Either Formal or Informal
e.g. assessments- question
frames, quiz, choice
activities, discussion with
frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line
with assessment tools
above)
Answers to the Bell
Ringers will be discussed
as a class
Transiti
on:
Go over the answers the students had to the Bell Ringer question, then
introduce the video about assembly lines.
Video from Discovery Education will be used to
reintroduce assembly lines, and can be found at :
Objecti
ve # 1
http://player.discoveryeducation.com/index
.cfm?guidAssetId=A5DE5E19-0430-4AD4A5722CEDCBC84F34&blnFromSearch=1&produc
tcode=US#
Transiti
on:
After the video, students will be introduced to the experiential exercise on
assembly lines
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Fall Lesson Plan Template.
The experiential exercise used to get students
familiar with and involved in an assembly line will
be outlined to the students with the following
directions that will be visible in the PowerPoint:
Objecti
ve # 2
Objecti
ve # 3
1. Everyone will be given a piece of paper and
a pencil. On the paper, take a few minutes
to draw a face. Include FACE OUTLINE,
EYES, NOSE, MOUTH, EARS, and HAIR. Do
the best you can in the time given to you.
2. The person with the best face will separate
from the group. This person is to TAKE
THEIR TIME and draw the best faces they
can draw in 5 minutes.
3. The rest of the group will work in an
assembly line. Each person is responsible
for drawing one part of the face. The goal
here is to make 100 faces in the 5 minute
time limit. Get this done as quickly as
possible. Quantity is more important than
quality.
After the activity is over, a class discussion will
take place based/outlined on the following
discussion questions:
Has anyone done an activity like that before?
As a worker, how did you feel?
Were your responsibilities reasonable?
At the end of the day who produced more?
If you owned a business which method would
you choose?
Informal assessment in
the form of a class
discussion to check
students for
understanding pertaining
to the activity and the
video.
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
Exit Slip: The students will write two poems describing two aspects of the
assembly line.
One poem is about the life of the worker and how the assembly line affects
his/her day, life, and paycheck
Another poem is the life of the business owner and how the assembly line
affects his/her day, life, and paycheck
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Fall Lesson Plan Template.
The poems will be collected first thing next class.
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
 Lesson plan can/will be adjusted to meet the specifications of the IEPs of individual
students.
 The Bell Ringer activity implores students to become acquainted with the underlying
theme that is a part of the lesson.
 If the internet happens to be out, a short lesson will be taught to take place of the
video, going over what was to be taught during it.
 If there is something wrong with the computer/the PowerPoint slides, there will be
copies printed out to give to the students.
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Fall Lesson Plan Template.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
Material A)
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Fall Lesson Plan Template.
Evaluation Rubric:
Complete the rubric for each lesson plan and attach cover sheet.
(You should have 1 cover sheet and 10 rubrics.)
Please Circle NCSS Theme and attach to the correct themed lesson.
NCSS THEME
I
II
III
IV
V
VI
(VII) VIII
IX
X
Rating Scale (can include half points on the scale)
1) The lesson plan is focused on a specific NCSS thematic standard, is designed to answer a
specific guiding question, and has a strong content/skills focus and rationale. (Students must
make sure they meet all the required criteria as detailed above.)
Not focused
highly focused
.1__________.2__________.3__________.4__________(5)
Comments:
Guiding question and present, and lesson plan follows/attempts to answer it.
2) The lesson plan is designed to clearly address specific social studies SOL with a clearly
focused list of Essential Knowledge, Skills, and Understandings (See SOL Resource Guide), and
NCSS performance expectations and indicators. (What are students going to do based on the
theme? - See Expectations for Excellence.)
Not addressed
Clearly Addressed
.1__________.2__________.3__________.4__________(.5)
Comments:
Does all of this
3) The lesson plan includes clear, motivational, intriguing and relevant guiding questions (big
question).
Not addressed
Clearly Addressed
.1__________.2__________.3__________.4__________(.5)
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Fall Lesson Plan Template.
Comments: Relevant guiding questions are present, and lesson plan has clear objectives based
on them
4) The lesson plan includes well-written and explicit objectives
Unclear objectives
Clear objectives
.1__________.2__________.3__________.4__________(.5)
Comments:
Absolutely includes these
5) The lesson plan includes a tightly focused bell ringer/motivational hook that relates to the
lesson. (1-5 minutes)- (Independent student work) (Just Do it).
Unclear Objectives
Clear Objectives
.1__________.2__________.3__________.4__________(.5)
Comments:
Yes
6) The lesson plan includes detailed instructional activities that directly correlate with specific
objectives.
Not Focused
Clearly Focused
.1__________.2__________.3__________.4__________(.5)
Comments:
Explicit rules clearly present
7) The lesson plan contains clearly focused and detailed directions –e.g. teacher voice directions
in the lesson plan, ppt (visual) directions for students, question frames, and lecture outlines. –
Materials to show and tell what they are learning and how. (These are also part of the materials
section)- A teacher should be ready to go with the lesson.
Not Focused/Detailed
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Highly Focused/Detailed
Fall Lesson Plan Template.
.2__________.4__________.6__________.8__________(.10)
Comments:
Everything is included
8) The lesson plan includes a focused and clear closure that clearly connects with the content of
the day’s lesson and provides students with the opportunity to answer the guiding question
(assesses student understanding) or clearly summarizes the day’s key points in relation to the key
question.
Not Focused
Highly Focused
.1__________.2__________.3__________.4__________(.5)
Comments:
Absolutely
9) The lesson plan provides a clearly designed assessment within the closure to measure student
growth/with model answer(s) that is explicitly connected to the lessons essential understandings,
objectives, and the strategies for learning
Not Clear and Appropriate
Highly Clear and Appropriate
.1__________.2__________.3__________.4__________(.5)
Comments:
Clearly defined assessment present, but without model answer because there could be numerous
answers to the question by each student with his or her own reason for significance
Please include the rubric with you work
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